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| تعداد مقالات | 10,518 |
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Is School Function in Children with Down Syndrome the Same as Their Normally Developing Peers? A Preliminary Study | ||
| Journal of Rehabilitation Sciences & Research | ||
| دوره 12، شماره 1، خرداد 2025، صفحه 53-58 اصل مقاله (1.4 M) | ||
| 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. | ||
| 5Proteomics Research Center, Department 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 foster children’s cognitive and social development. Children with Down syndrome (DS) face various challenges in the school environment due to different impairments in body functions and structures. Methods: In this cross-sectional study, a convenience sample of 51 children with DS was recruited from five schools for exceptional children, and their normally developing peers were recruited from four regular schools in Isfahan, Iran. Parents and teachers completed a 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). Their school function scores were significantly lower than those of their normally developing peers. No significant relationship was found between gender, age, or educational level and school function scores in children with DS (p>0.05). Conclusion: The school functions of children with DS significantly differed from those of their normally developing peers. Children with DS performed significantly better in physical tasks than in cognitive-behavioral functions. The weakest cognitive-behavioral functions requiring particular rehabilitation interventions are task behavior/completion and safety. | ||
| کلیدواژه‌ها | ||
| Children؛ Down syndrome؛ Participation؛ School Function؛ Students | ||
| مراجع | ||
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