Chelsea T. Morris, Ph.D.
University of Miami
Rachel J. Chidester, M.S.
Crozet Speech and Learning Center
This paper describes a single-case study that focused on an intervention to teach sight words to a preschool student with Down syndrome through a collaborative approach in which responsibility for design and implementation was shared by the child’s parents and her early childhood special education teacher. The intervention was consciously tailored in response to available research regarding the neurodevelopmental profile of children with Down syndrome. The aim of the intervention was focused on challenging deficit perspectives in special education and highlighting the importance of parent-teacher partnerships. Results indicated positive literacy outcomes, with the student retaining 14 of 22 (63%) sight words introduced as part of the intervention. Recommendations for future literacy interventions for children with Down syndrome and increased home-school collaboration are discussed.
Keywords: home-school collaboration, parent-teacher partnership, Down syndrome, early literacy, preschool
To Read or Download this Article - Click Here (login required)
To Download the Entire SPRING/SUMMER 2018 Issue of JAASEP - Click Here (login required)
AASEP MEMBERS LOGIN to Access live links to all available JAASEP issues.
If you are a member of AASEP, please login to freely access this and all archived issues of JAASEP
If you are NOT A MEMBER of AASEP or NASET you may purchase this article for $4.95 (use the Buy Now button below):
OR - Buy the entire issue of JAASEP SPRING/SUMMER 2018 for $19.95 by using the Buy Now button below:
OR - Join AASEP Today and receive access to this and all past issues of JAASEP -
Join AASEP Here