Chapter 1 - Stichting Downsyndroom

In: New Developments in Down Syndrome Research Editors: Alard van den Bosch and Elise Dubois

ISBN 978-1-62081-893-0 ©2012 Nova Science Publishers, Inc.

The exclusive license for this PDF is limited to personal website use only. No part of this digital document may be reproduced, stored in a retrieval system or transmitted commercially in any form or by any means. The publisher has taken reasonable care in the preparation of this digital document, but makes no expressed or implied warranty of any kind and assumes no responsibility for any errors or omissions. No liability is assumed for incidental or consequential damages in connection with or arising out of information contained herein. This digital document is sold with the clear understanding that the publisher is not engaged in rendering legal, medical or any other professional services.

Chapter II

Effects of Regular Versus Special School Placement on Students with Down Syndrome: A Systematic Review of Studies Gert de Graaf1,2,, Geert van Hove1 and Meindert Haveman3 1

Department of Orthopedagogics, Ghent University, Belgium Dutch Down Syndrome Foundation, Meppel, The Netherlands 3 Department of Rehabilitation Sciences, University of Dortmund, Germany 2

Abstract Background Since the 1980s, more and more children with Down syndrome are in regular education. Parents and schools expect social and cognitive advantages. Method This systematic review of studies on the effects of school placement of students with Down syndrome, with special reference to self-help skills, language, academics and social functioning, is based on the following criteria. Firstly, studies were published in the period 1970-2010. Secondly, any study with a direct comparison between placements in developmental or social outcomes was included. However, studies with a very small sample size (n