<p class="p1">Three adults with Down syndrome (DS, hereafter) and moderate or severe intellectual disability were taught the growth stages of wheat (cultivation, tillage, threshing), the products that are derived from it<del cite="mailto:reviewer" datetime="2021-10-24T06:08">,</del> and how this staple human food grain is produced, with the aim of their acquiring knowledge, retaining it and being able to recall it from memory. A quasi-experimental baseline design was implemented. The participants were taught using questions and images, and their answers were examined and re-examined after withdrawing the initial training tools (questions and images) in order to show whether they were able to acquire, retain and recall the knowledge. The intervention program<ins cite="mailto:reviewer" datetime="2021-10-24T06:05">me</ins> lasted two months. In order to check the effectiveness of the intervention and the maintenance of the new information<ins cite="mailto:reviewer" datetime="2021-10-24T11:16">,</ins> as well as to draw the respective conclusions, evaluations were carried out before the intervention, <del cite="mailto:reviewer" datetime="2021-10-24T06:10">right </del><ins cite="mailto:reviewer" datetime="2021-10-24T06:10">immediately </ins>after it<ins cite="mailto:reviewer" datetime="2021-10-24T06:10"> and </ins><del cite="mailto:reviewer" datetime="2021-10-24T06:10">, but also </del>two weeks after its completion. The results showed that the three participants acquired knowledge about the growth stages of wheat, its products<del cite="mailto:reviewer" datetime="2021-10-24T06:10">,</del> and this staple human food, they retained that knowledge and were able to recall and narrate it in two subsequent probes conducted one and two weeks after the initial probe without the help of questions and images. The results of this intervention show that individuals with DS and moderate or severe intellectual disability can be educated and acquire knowledge, as well as retain and recall it. An additional important finding is that repeated recalling of knowledge promotes long-term retention.</p>
Ο στόχος αυτής της ποιοτικής έρευνας ήταν η εκπαίδευση κοινωνικών ανταλλαγών και συγκεκριμένα της δεξιότητας συζήτησης σε επτά ενήλικες με αναπτυξιακές αναπηρίες (μέτρια και σοβαρή νοητική αναπηρία, σύνδρομο Down και αυτισμός με νοητική αναπηρία). Οι συμμετέχοντες/ουσες, που αποτέλεσαν μία ομάδα, εκπαιδεύτηκαν με ερωταποκρίσεις να διαλέγονται μεταξύ τους με τη βοήθεια εικόνων. Χρησιμοποιήθηκε ένα ημι-πειραματικό σχέδιο βάσεων, εκπαίδευσης (με ερωτήσεις και εικόνες), επιστροφής στη βάση και εξέτασης με απόσυρση των αρχικών συστατικών εκπαίδευσης (εικόνων), για να δείξει την κατάκτηση της δεξιότητας. Το πρόγραμμα παρέμβασης διήρκησε δύο μήνες. Και οι επτά συμμετέχοντες/ουσες που ξεκίνησαν από μηδενική βάση κατέκτησαν την ικανότητα συμμετοχής στη συζήτηση ανάλογα με το δυναμικό τους. Η εκπαίδευση και η παρεχόμενη δομή αυτής της παρέμβασης αύξησε τον αριθμό των ανταλλαγών τους κι έδωσε τη δυνατότητα και τον τρόπο να κοινωνικοποιηθούν. Με αφορμή την παρέμβαση αυτή αποδεικνύεται πως τα άτομα με αναπτυξιακές αναπηρίες δύνανται να διδαχθούν δεξιότητες συζήτησης σε ομάδα.
The aim of this quantitative research was to research the opinions of the structure and function of Parallel Support (P.S.) by parents with children on the autism spectrum. Through random sampling, the sample of the study consisted of 185 parents [148 (80.0%) female and 37 (20.0%) male]. The data of the questionnaire were analysed via descriptive and inferential statistics (SPSS version 21). Parents with children on the autism spectrum positively evaluated the attendance of their children in the general education classes, as well as the meetings with the teachers. They moderately evaluated teachers' support in home-related issues the children might deal with. On the other hand, the recruitment process of special education teachers and the inadequate information of the Diagnostic and Support Centres concerning the kind of school that their children should attend and the function of the P.S. were negatively evaluated. Finally, there were also some dependent variables that affected parents’ answers, such as education, professional level, financial situation, place of residence, student’s school (Public or Private P.S.), as well as elementary and secondary level. In conclusion, parents pointed out that the P.S. has significant benefits to the behavioural and educational level of their children. However, their evaluations have shown that the educational policy of inclusion is not thoroughly implemented.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.