This paper presents data from a study of young adults with Down syndrome who were born either just before, or during the period when radical changes to special education services for people with intellectual disabilities were introduced. The speci c aim of the study was to examine the development of language and literacy skills in a group of young adults with Down syndrome, some of whom had been educated at a time when there was an increase in expectations for achievement and opportunity to learn. Results showed that all but one of the young adults had learned to read, though for some, these skills were limited. In general, there was evidence of a positive relationship between age (for those born after 1970), attendance at an integrated school situation, and the achievement of more advanced reading and language skills. It was also evident that learning to read provides both a functional daily living skill and a satisfying recreational activity for young adults with Down syndrome.
With a view to establishing if there might be a consensus in favour of mainstreaming (the integration of children with disabilities into regular classrooms), attitudinal data from six groups of educationists were summarised by the three authors. There appeared to be considerable variability both within and between these groups in terms of the extent to which such placements were considered appropriate, Also, attitudes differed markedly according to the nature of the presenting disability or difficulty.
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