Education and children with down syndrome: Neuroscience, development, and intervention

Deborah J. Fidler, Lynn Nadel

Research output: Contribution to journalReview articlepeer-review

109 Scopus citations

Abstract

Of the recent advances in education-related research in Down syndrome, the characterization of the Down syndrome behavioral phenotype has become a potentially critical tool for shaping education and intervention in this population. This article briefly reviews the literature on brain-behavior connections in Down syndrome and identifies aspects of the Down syndrome behavioral phenotype that are potentially relevant to educators. Potential challenges to etiologically informed educational planning are discussed.

Original languageEnglish (US)
Pages (from-to)262-271
Number of pages10
JournalMental Retardation and Developmental Disabilities Research Reviews
Volume13
Issue number3
DOIs
StatePublished - 2007
Externally publishedYes

Keywords

  • Behavioral phenotypes
  • Down syndrome
  • Education
  • Intervention

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Neuropsychology and Physiological Psychology
  • Genetics(clinical)

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