Families and Schools Influence Academic Achievements

Autor/in	Buckley, Sue
Titel	Families and Schools Influence Academic Achievements
Quelle	In: Down Syndrome Research and Practice, 12 (2008) 2, S.92 (1 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-7912
DOI	10.3104/research-highlights.2091
Schlagwörter	Academic Achievement; Down Syndrome; Foreign Countries; Cognitive Ability; Parent Influence; Family Influence; Educational Environment; Developmental Disabilities; Inclusive Schools; Mainstreaming; United Kingdom + Suchen Sie Ihr Suchwort? Schulleistung; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Ausland; Denkfähigkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Entwicklungsstörung; Inclusive school; Integrative Schule; Großbritannien
Abstract	Most people probably assume that the quality and type of education that children receive in school influences academic progress, but may be less clear about the ways in which parents can also influence outcomes. When a child has a developmental disability then the most people will be less confident about predicting the effects of schools or parents on that child's progress. However, these are issues of considerable importance to parents and education professionals. In this article, the author examines how families and schools influence the academic achievements of children with Down syndrome. (ERIC).
Anmerkungen	Down Syndrome Education International. The Sarah Duffen Centre, Belmont Street, Southsea, Hampshire, PO5 1NA, UK. Tel: +44-023-9285-5330; Fax: +44-023-9285-5320; e-mail: enquiries@downsed.org; Website: http://www.downsed.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10