title: Education and children with Down syndrome: neuroscience, development, and intervention.
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.
authors.affiliation: Human Development and Family Studies, Colorado State University, Fort Collins, Colorado 80523-1570, USA. deborah.fidler@colostate.edu
authors.forename: Deborah J
authors.initials: DJ
authors.lastname: Fidler
authors.forename: Lynn
authors.initials: L
authors.lastname: Nadel
mesh_terms: D001519:Behavior; D002648:Child; D004314:Down Syndrome / Q000503:physiopathology / Q000523:psychology*; D004519:Education, Special; D004522:Educational Status; D006801:Humans; D007804:Language Development; D009042:Motivation