Adrift in the Educational Mainstream: The Need to Structure Communicative Interactions Between Students with Down Syndrome and their Nondisabled Peers1

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" Adrift "

in the Educational Mainstream: The Need to Structure Communicative Interactions

Between Students with Down Syndrome and their Nondisabled Peers1

E. Rynders

University of Minnesota

Martha

L. Low

Minnesota Department of Health

The premise of

this article is that educational mainstreaming could be become far more

productive for students with Down syndrome and their nondisabled classmates if

teachers learned how to apply structured student-student communicative

interactions effectively. Study findings reviewed, which featured the use of

cooperative and tutorial interaction structuring, showed significant

communicative benefits accruing to both students with Down syndrome and those

without disabilities. A set of implications for the further improvement of

mainstreaming concludes the article.

http://www.denison.edu/collaborations/dsq/rynderslow.html