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Educational and Therapeutic Intervention in the Context of the Profile of Characteristics of Children with Down Syndrome
Biernat, Renata (Wyższe Seminaria Duchowne Towarzystwa Salezjańskiego, 2024)
This article addresses issues concerning the nature of the most common chromosomal disorder. It indicates the causes, characteristics, behaviors and problems that make up trisomy of chromosome 21. The learning and functioning process of people with Down syndrome (DS) is not determined solely by an extra chromosome. The need to identify the factors and conditions that need to be taken into account in the process of activating individuals burdened with an extra chromosome seems therefore legitimate. Theoretical inquiries into the similarities and differences of children affected by Down syndrome have important implications in the areas of education and rehabilitation. The cooperation of parents with the school promotes the dynamization of the child’s development in both environmental contexts. The choice of the form of special education (in an inclusive, integrative or segregated stream) should be an expression of a thoughtful decision by parents, taking into account a number of factors, such as: the profile of the characteristics of the child with DS, the effects of previous support for his development, parental involvement and expectations, and the availability and conditions offered by a particular school. As more and more pupils with Down syndrome are being placed in mainstream institutions, it seems that the need to promote knowledge of their development and how to take educational and therapeutic measures is still relevant.