Session 7, Individual Papers
Lexical and morphological development in preschool children with Down syndrome
Susan Foster-Cohen, University of Canterbury & The Champion Centre, Jayne Newbury, University of Canterbury, Toby Macrae, University of Canterbury
Email: susan.foster-cohen@canterbury.ac.nz
Children with Down syndrome demonstrate significant individual variation in rate of early vocabulary growth, in the distribution of word types (e.g.. nouns, verbs, etc.), and in when morphology (e.g. part tenses and possessive ‘s) emerges. However, the nature of the variability, the role of modality (speech vs. sign) and their implications for intervention are less well understood. Using a well-known parent report (the CDI), we collected data on 35 preschool children with DS, and 53 children with other developmental conditions attending the same family-centred early intervention program in New Zealand. We show that (1) while the children with DS developed their vocabularies at a slower average rate than those with other conditions, (2) the structure of vocabularies in terms of proportions of items type (noun, verb, etc.) is largely the same across all groups when signed vocabulary is accorded the same status as spoken words; (3) at all vocabulary sizes, social words and closed class items are more likely than nouns and verbs to be spoken words than signs; (4) most children preserved some use of sign but varied in when, and with what size vocabulary, they became spoken word dominant; and (5) morphological development was less variable, but also more delayed, for children with DS than other conditions. Overall, vocabulary development in children with DS is relatively robust when sign is included, even while some children experienced temporary regression in vocabulary size (also noted in early TD development). However, our data supports the need to continue to actively support vocabulary development across the preschool period and into primary school, as well as an overt focus on morphological development as part of intervention.
Making Sense of Literacy
Maree Kirk Supporting practice for students with Down syndrome About STPDS, info@stpds.co.nz
Background
Literacy (written, oral, reading and digital literacy) and communication skills are key factors for building capability for inclusion and educational achievement and are especially important for children with Down syndrome.
Supporting reading development in children with learning disability and children with Down syndrome, is considered through the provision of professional development training and intentional literacy resources to work with educators to promote literacy and communication awareness and skill acquisition in children with learning disability and Down syndrome within the classroom setting.
Research question – Is professional learning and development a vehicle to address the literacy opportunities for children with learning disability and Down syndrome in education?
The purpose of the study is to review the use differential curriculum design to support teaching teams to incorporate systemic and intentional approaches to comprehensive to reading instruction for students with learning with learning disability and Down syndrome to develop rich literacy environments.
Method
Objective: To evaluate Supporting Practice for Students with Learning Disability and Down Syndrome, Professional Learning and Development program 2021 - 2022.
Participants: The study involved schools with students with Down syndrome and learning disability of mixed ethnicity aged 5-21 years. The 30 schools presented in this study involved adult participants in the range of education roles supporting children in regular schools. The study involved a series of professional development interactive training seminars, and the provision of intentional literacy resources to support curriculum differentiation. Surveys were conducted on educators' motivation to continue within training and development for reading, communication, and literacy development.
Focus groups were conducted to explore educator's perspectives of literacy opportunities for children with learning disability and Down syndrome and to train colleagues' development in differentiation of literacy approaches for children with learning disability and Down syndrome.
Results
The 30 schools' participants result provide an analysis that intentional provision of educational training and provision of evidence based resources improves access for literacy children with learning disability and Down syndrome.
Conclusion
The provision profession development for intentional practice and meaningful skill acquisition educator and families that is linked to evidence based resources is an effective way to promotes literacy and communication opportunities for children with learning disability and Down syndrome in New Zealand schools.
