Underestimating the educability of Down's syndrome children: examination of methodological problems in recent literature.
For many years, the educational capabilities of Down's syndrome persons have been underestimated because a large number of studies purporting to give an accurate picture of Down's syndrome persons' developmental capabilities have had serious methodological flaws. A close examination of that literature, coupled with a look at findings from two current early education projects for Down's syndrome children, revealed that psychometrically defined educability is far more common in Down's syndrome persons than a cursory review of the literature would lead to believe.
D000293:Adolescent; D002648:Child; D002675:Child, Preschool; D004314:Down Syndrome / Q000175:diagnosis / Q000235:genetics / Q000534:rehabilitation*; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D007223:Infant; D007360:Intelligence; D007621:Karyotyping; D008297:Male; D008722:Methods; D012106:Research