Mark, a 9-year-old with Down syndrome, is mainstreamed into a ...

[Sufayan.ah]

Mark, a 9-year-old with Down syndrome, is mainstreamed into a regular third-grade class for part of the school day. His mother asks the school nurse about programs such as Cub Scouts that he might join.
 
  The nurse's recommendation should be based on knowing that:
  a. Programs such as Cub Scouts are inappropriate for children who are cognitively impaired.
  b. Children with Down syndrome have the same need for socialization as other children.
  c. Children with Down syndrome socialize better with children who have similar disabilities.
  d. Parents of children with Down syndrome encourage programs such as scouting because they deny that their children have disabilities.

Question 2

When a child with mild cognitive impairment reaches the end of adolescence, what characteristic would be expected?
 
  a. Achieves a mental age of 5 to 6 years
  b. Achieves a mental age of 8 to 12 years
  c. Is unable to progress in functional reading or arithmetic
  d. Acquires practical skills and useful reading and arithmetic to an eighth-grade level

[ryrychapman11]

Answer to Question 1

ANS: B
Children of all ages need peer relationships. Children with Down syndrome should have peer experiences similar to those of other children, such as group outings, Cub Scouts, and Special Olympics, which can all help children with cognitive impairment to develop socialization skills. Although all children should have an opportunity to form a close relationship with someone of the same developmental level, it is appropriate for children with disabilities to develop relationships with children who do not have disabilities. The parents are acting as advocates for their child.

Answer to Question 2

ANS: B
By the end of adolescence, the child with mild cognitive impairment can usually acquire social and vocational skills, may need occasional guidance and support when under unusual social or economic stress, and may be able to adjust to marriage but not childrearing. Achieving a mental age of 5 to 6 years is considered a level of skill development associated with severe cognitive impairment. Being unable to progress in functional reading or math would indicate a level of skill development associated with profound cognitive impairment. Acquiring practical skills and useful reading and math to an eighth-grade level represents a level of skill development associated with moderate cognitive impairment.

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TYSM

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