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Is School Function in Children with Down syndrome be same as their Normally Developing Peers? A Preliminary Study | ||
| Journal of Rehabilitation Sciences & Research | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 03 اردیبهشت 1403 | ||
| نوع مقاله: Original Articles | ||
| شناسه دیجیتال (DOI): 10.30476/jrsr.2024.101305.1461 | ||
| نویسندگان | ||
| Farnoush Khosravi1؛ minoo kalantari* 2؛ Marzieh Pashmdarfard3؛ Hamidreza Rostami4؛ Alireza Akbarzadeh Baghban5؛ Faezeh Heidari Beni3 | ||
| 1Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran | ||
| 2Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran, | ||
| 3Department of Occupational Therapy, School of Rehabilitation, Shahid Beheshti University of Medical Sciences, Tehran, Iran. | ||
| 4Department of Occupational Therapy, Faculty of Rehabilitation Sciences, Isfahan University of Medical Sciences, Isfahan, Iran. | ||
| 5Department of Biostatistics, School of Allied Medical Sciences, Shahid Beheshti University of Medical Sciences, Tehran, Iran | ||
| چکیده | ||
| Background: Active participation in school is an effective way to develop children's cognitive and social development. Children with Down syndrome (DS) confront various problems in the school environment due to different impairments in body functions and structures. Methods: This study aimed to clarify the nature of performance of children with DS in the school environment in Isfahan, Iran. In this cross-sectional study, a convenient sample of 51 children with DS was recruited from five schools for exceptional children and their normally developing peers recruited from four regular schools in Isfahan, Iran. Parents and teachers completed the demographic information questionnaire, and only teachers completed the School Function Assessment (SFA). Results: Children with DS had a moderate level of participation (criterion score = 60.04). The children's school function scores were significantly lower than the criterion scores of normally developing peers. There was no significant relationship between gender, age, and educational level with school function scores in children with DS (p>0.05). Conclusion: School functions of children with DS was significantly different with their normally developing peers. Children with DS are significantly better in physical performance than in cognitive-behavioral functions. The weakest cognitive-behavioral functions requiring particular rehabilitation interventions are task behavior/completion and safety. | ||
| کلیدواژه‌ها | ||
| School Function؛ Children؛ Down syndrome؛ Participation؛ Students | ||
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آمار تعداد مشاهده مقاله: 47 |
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