caa a22 4500 475789105 CHVBK 20180406123706.0 cr unu---uuuuu 170329e20000901xx s 000 0 eng 10.1007/BF03173184 doi (NATIONALLICENCE)springer-10.1007/BF03173184 Nilholm Claes Department of Communication Studies, The Tema Institute, Linköping University, S-581 83, Linköping, Sweden aut Children with Down syndrome: Implications of a contextual approach [Elektronische Daten] [Claes Nilholm] Earlier research on the development of children with Down syndrome is summarized from the standpoint of the development-difference debate. While some progress is recognized, it is argued that this research has neglected to theorize the concept of context and has, therefor, to a large extent created a notion of a universal child with Down syndrome. Three such neglected contexts are discussed; (1) the controlled setting, (2) the life context of the children, and, (3) culture as a context of development. With the point of departure in the criticism of how these contexts have been theorized, it is argued that (1) it is difficult to search for specific weaknesses in children with Down syndrome, (2) little is known about what factors in the lifes of these children that are important to development, and, (3) since cultures structure development differently, the development of children with Down syndrome will consequently vary from culture to culture. An outline of a framework for the study of the development of children with Down syndrome is proposed as well as its methodological implications. It is suggested that a partly new way of speaking about the development of children with Down syndrome is needed. Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands, 2000 Context nationallicence Development nationallicence Disability nationallicence Down syndrome nationallicence Theory nationallicence European Journal of Psychology of Education Springer Netherlands 15/3(2000-09-01), 347-359 0256-2928 15:3<347 2000 15 10212 https://doi.org/10.1007/BF03173184 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/BF03173184 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Nilholm Claes Department of Communication Studies, The Tema Institute, Linköping University, S-581 83, Linköping, Sweden aut NATIONALLICENCE 773 0- European Journal of Psychology of Education Springer Netherlands 15/3(2000-09-01), 347-359 0256-2928 15:3<347 2000 15 10212 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer