Literacy of adolescents with Down syndrome

Authors

DOI:

https://doi.org/10.5902/1984686X88738

Keywords:

Match-to-Sample tasks, Down syndrome, Literacy

Abstract

Down syndrome (DS) is the most common genetic anomaly, occurring in approximately 1 in every 800 live births, with an incidence that increases with maternal age. As the leading cause of intellectual disability, DS is often associated with learning difficulties and challenges in developing adaptive skills. This documentary study analyzed data from the records of a philanthropic institution in São Paulo, examining the performance in reading, writing, and mathematics of 39 adolescents and adults with DS, aged between 13 and 19 years. The Match-to-Sample (MTS) task method was used to assess the participants' progress over two years. Statistical analysis, including the Friedman test, revealed significant improvements in academic skills, with significant differences observed for Portuguese (χ²(2) = 19.414, p < 0.001) and for mathematics (χ²(2) = 12.903, p = 0.002). The MTS models proved to be effective tools for quantitatively measuring performance in repeated measures analyses, providing a solid foundation for future educational interventions.

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Author Biographies

Cristiano Pedroso, Associação para o Desenvolvimento Integral do Down

Psychologist, educator, musician (OMB 53172), postgraduate in neuropsychology and psychomotricity, Master's in developmental disorders, MBA in health management, Master's and PhD in neuroscience and behavior from USP. Postdoctoral researcher in the experimental psychology program at USP. He has completed specialization courses at national and international universities. Currently, he is a university professor, having taught in 16 states in Brazil, across more than 40 cities. He has over 20 years of experience in the field of developmental disorders.

Rose Dantas Nunes Sandes, Associação para o Desenvolvimento Integral do Down

Educator, Arts teacher, postgraduate in Specialized Educational Support (AEE), postgraduate in Educational Practices: Creativity, Playfulness, and Games, postgraduate in Literacy and Reading Practices, and postgraduate in Early Childhood Education. Currently, she is a teacher in the Municipal Network of São Paulo and in the private sector. She has over 12 years of experience in the field of intellectual disability.

Bruna Biazoli de Oliveira, Associação para o Desenvolvimento Integral do Down

Graduated in Literature and Pedagogy, she has expertise in the field of Applied Behavior Analysis. Currently, she is a pedagogical coordinator, focusing on actions aimed at people with intellectual disabilities.

Elizete Sinesia Leal Pereira, Associação para o Desenvolvimento Integral do Down

Specialist in literacy pedagogy. She has over 20 years of experience, working primarily with people with intellectual disabilities.

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Published

2025-06-26

How to Cite

Pedroso, C., Sandes, R. D. N., Oliveira, B. B. de, & Pereira, E. S. L. (2025). Literacy of adolescents with Down syndrome. Special Education Magazine, 38(1), e34/1–16. https://doi.org/10.5902/1984686X88738

Issue

v. 38 n. 1 (2025): Revista Educação Especial – Publicação Contínua

Section

Relato de pesquisa

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