However, they were determined to help Carrie in every way they could.
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Her parents, Tim and Peggy, were both 35 years old and had three other children: Wendy, 12 years; Jamie, 9 years; and Thea, 4 years.
Tim and Peggy's initial reactions were love for Carrie, fear of the unknown, and uncertainty of their capabilities as parents of a child with special needs.
In this respect, such issues must be approached as case studies.
The goal of this research was to note, define and describe supporting strategies of language and communication skills development and learning outcomes of language and communication skills of a boy with Down syndrome at the end of the first grade of elementary school.In addition to monitoring the student in class and analyzing the paperwork, parents were interviewed in order to understand student's language and communication skills development.The research results have shown that the student's preparation for school and activities, which were conducted before the start of the school year, played an important role in stimulating child's communication skills and later a successful inclusion into the educational process.Physical therapy services at ages 3 and 16 were provided by therapists working in educational settings in accordance with the federal legislation Individuals with Disabilities Education Act (IDEA) (2004).At Carrie's birth in the late 1970s, doctors were suspicious of a potential diagnosis of Down syndrome.Associated impairments, such as mental retardation (Hayes & Batshaw, 1993; Henderson, Morris, & Ray, 1981), cardiovascular pathology (Freeman et al., 1998), and frequent middle ear infections, may also have a negative impact on motor skill acquisition and activities.The impairments of body structure and function and limitations in activities and participation presented by Carrie led the health-care team to consider the physical therapy management options described in Preferred Practice Patterns 5B: Impaired Neuromotor Development and 4C: Impaired Muscle Performance as outlined in the American Physical Therapy Association (APTA)'s Guide to physical therapist practice (APTA, 2001).The child’s improvements in various areas of development as a result of inclusion in the kindergarten classroom are discussed.Finally, investigating the efficacy of inclusion for children with moderate to severe intellectual disabilities is recommended for further research.Therefore, the role of prerequisites for developing boy's language and communication skills was also subject of this research.The participant in the case study was a first-grader with Down syndrome who has been included in the regular educational school system and attends classes supported by a teaching assistant.