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About Down Syndrome Education Online

Down Syndrome Education Online offers a comprehensive, reliable and up-to-date range of information, resources and services for families, practitioners and researchers caring for, supporting and investigating Down syndrome.

Down Syndrome Education Online is published by Down Syndrome Education International, a leading international charity dedicated to advancing the understanding of effective ways of help the development and education of people with Down syndrome.

Extensive

Down Syndrome Education Online publishes articles, books and resources covering all areas of development, education and health for people with Down syndrome.

Relevant

Down Syndrome Education Online publishes information for everyone involved in the care and support of people with Down syndrome, including families, teachers, speech and language therapists, psychologists, doctors, researchers, support groups and associations.

Reliable

Down Syndrome Education Online only publishes reliable, evidence-based information and advice. Research papers (Reports, Case Studies, Reviews) are published in the leading Down syndrome journal - Down Syndrome Research and Practice - and are subject to peer review prior to publication. All other content is subject to expert internal editorial review.

Many of the articles and books published on Down Syndrome Education Online are written by leading experts in many areas of the development, health and education of people with Down syndrome.

Open

Many of the articles and books published on Down Syndrome Education Online are published with a flexible Open Access licence so that individuals, support groups and associations can freely reproduce content with appropriate acknowledgements.

 

Reading and Language Intervention for Children with Down Syndrome (RLI)

DSE's Reading and Language Intervention for Children with Down Syndrome (RLI) is an evidence-based programme designed to teach reading and language skills to children with Down syndrome.

RLI incorporates best practice in structured activities delivered in fast-paced daily teaching sessions. It was evaluated in a randomised controlled trial and found to improve rates of progress compared to ordinary teaching.

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