Of the recent advances in education-related research in Down syndrome, the characterization of the Down syndrome behavioral pheno- type has become a potentially critical tool for shaping education and intervention in this population. This article briefly reviews the literature on brain–behavior connections in Down syndrome and identifies aspects of the Down syndrome behavioral phenotype that are potentially relevant to educators. Potential challenges to etiologically informed educational planning are discussed.
CITATION STYLE
Fidler, D. J., & Nadel, L. (2007). E c d s : n , d , i. Mental Retardation and Developmental Disabilities Research Reviews, 13(3), 262–271.
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