More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome

Graaf, Gert de; Hove, Geert Van; Haveman, Meindert

doi:10.1111/j.1365-2788.2011.01512.x

Cited by 52 publications

(35 citation statements)

References 14 publications

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“…2012a; de Graaf et al . ), still many parents of children with Down syndrome or similar intellectual disabilities (ID) have to invest extraordinary levels of time, energy and resources in their struggle to get their children into mainstream school and to support their educational progress, once there (Cuckle ; van Hove ; Lorenz ; Ghesquière et al . ; Kenny et al .…”

Section: Introductionmentioning

confidence: 99%

A quantitative assessment of educational integration of students with Down syndrome in the Netherlands

Graaf

Hove

Haveman

2013

J intellect Disabil Res

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During the 1980s and 1990s, clearly more and more children with Down syndrome were in regular education, being supported by the then existing ad hoc regulations aimed at providing extra support in regular education. In the Netherlands, in 2003, these temporary regulations were transformed into structural legislation for children with disabilities. With regard to the mainstreaming of students with Down syndrome, the 2003 legislation has consolidated the situation. However, as percentages in regular education stayed fairly constant after 2000, it has failed to boost the mainstreaming of children with Down syndrome. The results of this study are discussed in the context of national and international legislation and educational policy.

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Section: Introductionmentioning

confidence: 99%

A quantitative assessment of educational integration of students with Down syndrome in the Netherlands

Graaf

Hove

Haveman

2013

J intellect Disabil Res

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“…In recent years, in the Netherlands, around 68% of the parents of young children with Down syndrome make use of an early intervention program, and around 60% of these parents receive professional support in working with such a program (de Graaf, de Graaf, & Borstlap, 2011). With respect to inclusion in education, in the late 1980s and early 1990s, the numbers of children with Down syndrome starting in a regular school were rising fast (de Graaf, van Hove, & Haveman, 2014). Since 1995, an estimated 56% of all children with Down syndrome in the Netherlands start their school career in regular education (de Graaf et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…With respect to inclusion in education, in the late 1980s and early 1990s, the numbers of children with Down syndrome starting in a regular school were rising fast (de Graaf, van Hove, & Haveman, 2014). Since 1995, an estimated 56% of all children with Down syndrome in the Netherlands start their school career in regular education (de Graaf et al, 2014). Further, as special classrooms inside regular schools are very rare, education almost always involves placement in a regular classroom with a certain amount of extra support (de Graaf & van Hove, 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Since 1995, an estimated 56% of all children with Down syndrome in the Netherlands start their school career in regular education (de Graaf et al, 2014). Further, as special classrooms inside regular schools are very rare, education almost always involves placement in a regular classroom with a certain amount of extra support (de Graaf & van Hove, 2015).…”

Section: Introductionmentioning

confidence: 99%

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Development of Self‐Help, Language, and Academic Skills in Persons With Down Syndrome

Graaf

2016

Policy Practice Intel Disabi

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Using visual analysis by means of scatterplots, correlational analysis, and linear regressions, the authors explored the skills of individuals with Down syndrome in the areas of self‐help, language, academics, and computer skills. By combining data of several Dutch studies, they obtained 1,252 different observations made by parents on 862 individuals, aged <1–35 years. Research shows advancement in language skills up to the age of 12, with plateauing afterward. In contrast, self‐help skills still increase in adolescence and young adulthood. Academics and computer skills improve up to the age of 14. However, less developed academic skills (and computer skills) of adolescents and young adults appear to be a generational difference, rather than a loss of acquired skills. In their analysis, the authors differentiated between students with a primarily regular school career vs. those with a primarily special school career. In addition, in both groups, the studies were differentiated between students with an IQ >50 vs. an IQ between 35 and 50. The comparison between the various subgroups revealed that children with special education backgrounds in the higher IQ range demonstrated less advanced academic skills than children with regular education backgrounds in the lower IQ range. This suggests that regular education is more stimulating for academic skill development. Using age, “school career,” and IQ (<35; 35–50; 50–60; 60–70; >70) as predictors, regressions confirmed this conclusion. The authors conclude that their analyses show that the shift in the early 1990s in the Netherlands toward more inclusion in education for students with Down syndrome has led to better outcomes in academic skill development for these students.

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“…A Dutch study showed that children with DS in mainstream education learn more academics, most pronounced for reading skills. However these advantages were also determined by other factors, such as parental educational level [5].…”

Section: Introductionmentioning

confidence: 99%

Mainstream and Special School Attendance among a Dutch Cohort of Children with Down Syndrome

et al. 2014

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ObjectTo determine the level of mainstream education in a nationwide cohort of adolescents with Down Syndrome (DS), and to find characteristics related to mainstream or special school attendance.MethodDutch children with DS born in 1992, 1993 or 1994, were assessed when 16–19 years old. Parents scored school enrolment between the age of 4–18 years, general characteristics and the levels of intellectual disability using the Dutch Social Competence Rating Scale. Associations between disability and years in mainstream school were assessed by ordinal logistic regression, adjusting for sex and parental education.ResultsWe collected data from 170 boys and 152 girls (response 63%); mean age 18.3 years (ranges 16.8–19.9). Intellectual disability was mostly moderate (43%). Most children (74%) entered mainstream education between 4 and 6 years of age. At 13 years 17% was in mainstream school and 7% stayed in up to 16 years. From the age of 8 years onwards the majority was in special education, while 6% never attended school. Girls were more often in mainstream school and stayed in longer. Level of disability was significantly associated with number of years in mainstream education.ConclusionThree out of four Dutch children with DS entered mainstream primary education, however late entry and high dropout are common.

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More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome

Cited by 52 publications

References 14 publications

A quantitative assessment of educational integration of students with Down syndrome in the Netherlands

A quantitative assessment of educational integration of students with Down syndrome in the Netherlands

Development of Self‐Help, Language, and Academic Skills in Persons With Down Syndrome

Mainstream and Special School Attendance among a Dutch Cohort of Children with Down Syndrome

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