Educating a syndrome? Seeking a balance between identifying a learning profile and delivering inclusive education

This article summarizes research related to pedagogical approaches to special education, and characteristics of teacher's attitudes and beliefs that supports effective inclusion practices. Additionally, the author summarizes factors that may both enable and disable children with DS's progress, and notes speech and language characteristics from research to date

A comparison of home and school literacy learning for children aged 4 - 6 years With particular reference to reading

SIGLEAvailable from British Library Document Supply Centre- DSC:DX188137 / BLDSC - British Library Document Supply CentreGBUnited Kingdo

Serum expression of sialyltransferase in normal and Down's syndrome-affected pregnancy

Human chorionic gonadotrophin (hCG) has been used as a serum biochemical marker of Down's syndrome (DS) pregnancies, and recent studies have reported an increase in a hyperglycosylated form of the protein associated with DS. In the present study, the activity of the combined soluble serum sialyltransferase (ST) enzymes was examined as a potential marker for the hyperglycosylated form of hCG. There were no changes in total ST activity during the course of the pregnancy in normal mothers and there was no difference in enzyme activity in the DS pregnancies when compared with controls. These results suggest that, although there may be an alteration in the activities of one or more of the glycosyltransferase enzymes in the placenta resulting in an alteration in hCG glycosylation, this is not reflected in the serum soluble enzyme activity