Turner Stephen, Alborz Alison
Centre for Social Research on Dementia, University of Stirling, UK.
Br J Educ Psychol. 2003 Dec;73(Pt 4):563-83. doi: 10.1348/000709903322591244.
Studies of the academic progress of schoolchildren with Down's syndrome have given only limited indication of attainments at different ages. Such normative data, it is argued, could guide professionals and parents in respect to reasonable expectations and typical achievement.
The aim of the paper is to provide a descriptive account of levels and range of academic attainments reached by a representative sample of children with Down's syndrome over time.
Data relate to 106 children from three studies with the same cohort of families. Mean age was 9.1 years at the first study (1986), 13.7 at the second (1991), and 21.1 at the third (2000). Mean IQ was 40.29.
The Academic Attainments Index (AAI) covers reading, writing and numeracy, and was designed for teacher completion. In order to compare attainments to wider norms, scores were compiled by age group, and related to age-specific National Curriculum attainment levels, which are similar to US school grades.
AAI scores were obtained for 102 individuals in 1986, 101 in 1991 and 79 in 2000. Comparisons across age groups indicate that higher scores were achieved by each successive age group up to age 20, and that this pattern held for both more and less able children. Once adjusted for differences in IQ scores between age groups, however, there was some evidence of a levelling off towards the end of the school career. By school-leaving age, the more able children reached at least some National Curriculum Key Stage 2 targets in reading and writing, and some Key Stage 3 targets in number work.
Results provide a detailed picture of attainments across ability and age
关于唐氏综合征学童学业进展的研究仅给出了不同年龄段学业成就的有限指标。有人认为，此类规范数据可为专业人士和家长提供有关合理期望和典型成就的指导。
本文旨在描述唐氏综合征患儿代表性样本随时间推移所达到的学业成就水平和范围。
数据来自三项针对同一批家庭的研究中的106名儿童。第一次研究（1986年）时的平均年龄为9.1岁，第二次（1991年）为13.7岁，第三次（2000年）为21.1岁。平均智商为40.29。
学业成就指数（AAI）涵盖阅读、写作和算术，由教师填写。为了将成就与更广泛的标准进行比较，按年龄组编制分数，并与特定年龄的国家课程成就水平相关联，这些水平类似于美国学校的年级。
1986年为102人、1991年为101人、2000年为79人获得了AAI分数。不同年龄组之间的比较表明，到20岁为止，每个连续年龄组都取得了更高的分数，无论能力较强还是较弱的儿童都是如此。然而，在对年龄组之间的智商分数差异进行调整后，有证据表明在学校学习生涯结束时出现了趋于平稳的情况。到离校年龄时，能力较强的儿童在阅读和写作方面至少达到了一些国家课程关键阶段2的目标，在数字运算方面达到了一些关键阶段3的目标。
研究结果详细描绘了不同能力和年龄的学业成就情况
