Cognitive strengths and weaknesses for informing educational practice

Couzens, Donna and Cuskelly, Monica (2014). Cognitive strengths and weaknesses for informing educational practice. In Rhonda Faragher and Barbara Clarke (Ed.), Educating Learners with Down Syndrome: Research, theory, and practice with children and adolescents (pp. 40-59) Abingdon, Oxon, United Kingdom: Routledge.

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Name Description MIMEType Size Downloads
Author Couzens, Donna
Cuskelly, Monica
Title of chapter Cognitive strengths and weaknesses for informing educational practice
Title of book Educating Learners with Down Syndrome: Research, theory, and practice with children and adolescents
Place of Publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Publication Year 2014
Sub-type Critical review of research, literature review, critical commentary
Open Access Status
ISBN 9780415816366
9780415816373
9781315883588
Editor Rhonda Faragher
Barbara Clarke
Chapter number 2
Start page 40
End page 59
Total pages 20
Total chapters 12
Collection year 2015
Language eng
Formatted Abstract/Summary
This chapter describes our current understanding of the cognitive strengths and weaknesses that are associated with Down syndrome. The chapter begins with a discussion of some of the difficulties of establishing cognitive profiles associated with Down syndrome. We then present the research that has investigated cognitive functions in those with Down syndrome and consider the implications of this research for learning and teaching. We conclude with some suggestions regarding the priorities for future research.
Keyword Down syndrome
Learning and curriculum design
Individual differences
Phenotype development
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2015 Collection
School of Education Publications
 
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Created: Fri, 22 Nov 2013, 09:16:22 EST by Dr Donna Couzens on behalf of School of Education