Similarities and differences in social development for children with intellectual disability
The second chapter presents the similarities and differences in the social development of people with intellectual disabilities from people with typical development. Research data presented on this topic suggest that the former often lag behind in the emergence of different social milestones, but follow a similar sequence of emergence of skills (Kasari, 2016). For example, children with Down syndrome may acquire play skills in a similar order of development, but at a later age than children of typical development (Beeghly & Cicchetti, 1987). There are, however, some skills for certain categories of children with intellectual disabilities (eg Down syndrome, Williams syndrome), where the sequences appear in different order (Alevriadou & Giaouri, 2009). The chapter concludes with the finding that the effect of causal/diagnostic differences on the behavior of children with intellectual disabilities is important for the developmental view of social development and the planning and effectiveness of appropriate interventions. The association of genetic syndromes with specific behavioral phenotypes is particularly emphasized and the similarities and differences are presented.
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|Bibliographic Reference:||GIAOURI, S., Alevriadou, A., & RACHANIOTI, E. (2022). Similarities and differences in social development for children with intellectual disability [Chapter]. In GIAOURI, S., Alevriadou, A., & RACHANIOTI, E. 2022. Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education [Postgraduate textbook]. Kallipos, Open Academic Editions. https://hdl.handle.net/11419/8079|
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Social Development of Children with Intellectual Disabilities and Down Syndrome in General and Inclusive Education
Kallipos, Open Academic Editions
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