Synopsis Although policies of the South African Basic Human Rights include people with disabilities, personhood is not necessarily ascribed to the foetus as the foetuses in South Africa have no rights. Even though the law protects people... more
Synopsis
Although policies of the South African Basic Human Rights include people with disabilities, personhood is not necessarily ascribed to the foetus as the foetuses in South Africa have no rights. Even though the law protects people with disabilities including inclusion policies, in reality people with disabilities are not always welcomed in mainstream society. Mothers may legally terminate their pregnancy up to the second trimester which is about 20 weeks on demand or for socio-economic reasons as well as if the foetus they carry is diagnosed as having Down syndrome (DS) (Pickles, 2012). Such decisions may be made with very limited and biased information. For instance, mothers may not be aware of the huge potential children with DS have for cognitive and social development based on nutrition and education. Despite this negative context, many mothers make a decision to carry foetuses diagnosed with DS to term, based on their beliefs in the inherent personhood of the foetus. Through ethnographic enquiry based in Cape Town, this study will investigate the experiences of some mothers of babies with DS, with a special focus on the mothers’ ideas about personhood both before and after the birth of their children. The study seeks to provide information about what resources mothers had at their disposal in making the decision.
Existen muy pocos trabajos que tratan de maneras efectivas de abordar la enseñanza de la dramaturgia, utilizando procesos lúdicos, afectivos, sensoriales, estéticos y poéticos con jóvenes con el Síndrome Down en el Brasil. El Proyecto... more
Existen muy pocos trabajos que tratan de maneras efectivas de abordar la enseñanza de la dramaturgia, utilizando procesos lúdicos, afectivos, sensoriales, estéticos y poéticos con jóvenes con el Síndrome Down en el Brasil. El Proyecto Teatro Down hace parte de una de las actividades desarrolladas por el Núcleo de Artes, Lenguajes y Subjetividades (NALS), de la Universidad Federal de Pelotas (UFPEL) y se propone a desarrollar clases de teatro para personas con ese síndrome. Partiendo de las propuestas de Pedagogía de la Frontera y Estética de la Ginga, las clases de teatro utilizaran como metodología los juegos teatrales. La innovación de ese proyecto se refiere al facto de que el ministrante de las clases también posee Síndrome Down. El carácter innovador de las proposiciones metodológicas de ese proyecto aún está siendo desarrollado. Todavía, hasta el momento, las clases de teatro contribuyeran para la comprensión de como ocurren los procesos pedagógicos específicos para ese público albo por medio del teatro.
Learning to read is a challenging cognitive process that requires the memorization of new symbols, phonemic awareness, and the construction of meaning. This cognitive process may be especially challenging for learners with Down syndrome.... more
Learning to read is a challenging cognitive process that requires the memorization of new symbols, phonemic awareness, and the construction of meaning. This cognitive process may be especially challenging for learners with Down syndrome. A genetic disorder that causes mild to moderate intellectual disabilities, Down syndrome may no longer be viewed as completely eliminating learners' ability to learn to read. With early intervention and proper teaching and learning methods, learners with Down syndrome can learn to read and improve their existing reading skills. Therefore, the purpose of this research article is to provide information about certain teaching strategies that may enable teachers to help learners with Down syndrome learn to read and improve their existing reading skills.
Learning to read is a challenging cognitive process that requires the memorization of new symbols, phonemic awareness, and the construction of meaning. This cognitive process may be especially challenging for learners with Down syndrome.... more
Learning to read is a challenging cognitive process that requires the memorization of new symbols, phonemic awareness, and the construction of meaning. This cognitive process may be especially challenging for learners with Down syndrome. A genetic disorder that causes mild to moderate intellectual disabilities, Down syndrome may no longer be viewed as completely eliminating learners' ability to learn to read. With early intervention and proper teaching and learning methods, learners with Down syndrome can learn to read and improve their existing reading skills. Therefore, the purpose of this research article is to provide information about certain teaching strategies that may enable teachers to help learners with Down syndrome learn to read and improve their existing reading skills.
Authors of the article undertook an important subject of the correlation of conditions of Down syndrom (its genetic syndrome) with the latest reports from medical world literature. Fragments relating to relationships between Down syndrom... more
Authors of the article undertook an important subject of the correlation of conditions of Down syndrom (its genetic syndrome) with the latest reports from medical world literature. Fragments relating to relationships between Down syndrom and dementative syndroms deserve special attention (particularly at adults and older people) as well as the indication of exact dependences between genetic syndrome and dementia diseases.
a short article in German about the possibilities of Art for people with Down Syndrome. Published on the magazine "Leben mit Down-Syndrom" Nr.46. pag.46. May 2004. Deutsches Down-Syndrom InfoCenter. Lauf. Germany
En médecine, l’outil statistique entre souvent dans la problématique complexe du rapport entre tout et partie. Ainsi, le dépistage sérique prénatal de la trisomie 21 repose sur la constatation statistique d'une corrélation entre le taux... more
En médecine, l’outil statistique entre souvent dans la problématique complexe du rapport entre tout et partie. Ainsi, le dépistage sérique prénatal de la trisomie 21 repose sur la constatation statistique d'une corrélation entre le taux de certains marqueurs sériques maternels et la présence d'un fœtus atteint de trisomie 21. Le dosage des marqueurs permet alors un calcul de risque. Avec notre réglementation, 5% des femmes enceintes de moins de 38 ans appartiendront au groupe à risque. Après caryotype, seulement 1% des femmes de ce groupe verront leur risque confirmé (avec possibilité d'une IMG). Pour 99%, le test sérique actuel n’est donc pas fiable. L'importance des résultats « positifs » infirmés montre que la validité scientifique peut s'accompagner de malentendus médicaux entre patientes (parties) et puissance publique (totalité). Démarche globale et démarche particulière ne coïncident pas. Le hiatus, qui en 2002 a concerné 574.324 femmes, est donc à la fois un problème épistémologique complexe et un problème humain grave, facteur d’inquiétude, pour lesquels la philosophie de la médecine se voit interrogée. Le concept de pertinence peut être une clef intéressante.
