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Trisomy 21 What we can learn from people with Down syndrome

:	André Frank Zimpel
:	Trisomy 21 What we can learn from people with Down syndrome
:	Vandenhoeck und Ruprecht
:	9783647701967
:	1
:	CHF 20.90
:

:	Allgemeines, Lexika
:	English

:	212
:	Wasserzeichen/DRM
:	PC/MAC/eReader/Tablet
:	PDF

For a long time, it was assumed that a genetic disposition such as trisomy 21 enables predictions to be made about overall personality development. But, who could have ever imagined that people with trisomy 21 (Down syndrome) would also be capable of earning a university degree? We studied 1,294 people with trisomy 21. The results showed that people with trisomy 21 benefit more from abstract learning than their neurotypical counterparts. Two-year-olds with the syndrome first learn to read and only then to speak and will understand algebra better than arithmetic. Ignorance of neurodiversity inevitably leads to learning difficulties when these people are forced to learn at the same pace as others. This applies to autism and trisomy 21 to the same extent. That is why this book advocates the recognition of trisomy 21 as a variant in the spectrum of human neurodiversity.

Dr. André Frank Zimpel ist Professor für Erziehungswissenschaft unter besonderer Berücksichtigung des Förderschwerpunktes Geistige Entwicklung und mit dem Forschungsschwerpunkt Rehabilitationspsychologische Diagnostik an der Universität Hamburg.

	Cover	1
	Title Page	4
	Copyright	5
	Table of Contents	6
	Body	10
	Foreword	10
	I. Genes and society	12
	A silent cognitive revolution	12
	Well meant	13
	Mentally disabled, even before birth?	14
	Three times 21	15
	Has our society decided?	16
	Down’s Heritage	18
	47 chromosomes rather than 46	19
	Mutations	20
	Eugenics, compulsory sterilization and euthanasia	21
	Fear of low IQ	23
	Genetics and epigenetics	24
	A picture is worth a thousand words	25
	Summary	27
	II. The brain and intelligence	28
	Head size and intelligence tests	28
	IQ as gatekeeper	30
	Why being different is normal	31
	Am I stupid?	33
	Genes for brain growth or stress in early childhood?	34
	Brain growth and evolution	36
	Birdbrained geniuses	37
	The human brain is a social tool	38
	The brain as a learning tool	40
	Accelerating thinking through abstraction	41
	Mouse memory	42
	The seat of learning	44
	Memory is distributed across the brain	46
	Summary	47
	III. Neurotransmitters and neuroenhancement	49
	Enzymes: catalysts in the brain	49
	Acetylcholine and the fear of Alzheimer’s	51
	Donepezil: doping for the brain	53
	How the brain neutralizes medication	55
	Dopamine: addictive stimulation	56
	Glutamate: more than just a matter of taste	58
	Memantine: hope for a learning pill	59
	GABA: inhibit inhibition	61
	Basmisanil: release the brakes in the brain	62
	Brain doping: cleverer by prescription?	63
	Neuroenhancement or essential drug?	65
	Summary	66
	IV. Neurodiversity and attention	67
	Serotonin, an endogenous antidepressant	67
	Oxytocin: cuddling depression away	69
	Norepinephrine: rock ‘n’ roll in the brain	70
	Humans are different and mice too	72
	Neurodiversity instead of neurodegeneration	73
	Removing the fear of aging	75
	Studying at university with trisomy 21?	76
	Learning from rabbis and nuns	77
	Segregation already begins with speech	79
	Empathy for neurodiversity	80
	Motor learning and the 21st chromosome	82
	Acetylcholine in the striate body	84
	Emotion and the 21st chromosome	85
	Short-term memory and the 21st chromosome	87
	Learning in sleep	89
	At the focal point of the stream of thoughts	91
	The bifurcation diagram: calculation and hypothesis	93
	Summary	96
	V. Attention and memory	97
	Navon figures	97
	The overall shape and details	100
	Dice-pip and interference images	103
	Abstraction means “draw away from …”	107
	The scope of attention	110
	The magical number four	111
	Measuring the scope of attention	113
	Memory and matching pairs	117
	Reveal the numbers in sequence	121
	Object permanence	123
	Observe and remember causalities	124
	Abstract thought in the pushchair	127
	Mouse and duck theater	128
	Supersigns and abstraction	132
	Summary	134
	VI. Imitation and motor learning \| Alfred Christoph Röhm	136
	Juggling in a small attention window	136
	Auditory and haptic scope of attention	137
	Proprioception – endogenous perception	139
	Scope of attention for proprioception	141
	Body percussion	142
	Successful imitation depends on the number of micromotions	144
	Dialogic learning requires creativity	145
	Summary	146
	VII. Speech and thought \| Kim Lena Hurtig-Bohn	148
	The window to a child’s head	148
	The prefrontal cortex and private speech	149
	The development of private speech in childhood	151
	Private speech in pedagogy	152
	The zone of proximal development	153
	Private speech and trisomy 21	154
	Private speech in autism spectrum disorders	156
	Summary	157
	VIII. Cognitive development and mathematics \| Torben Rieckmann	159
	Trisomy 21 and mathematics?	159
	Trisomy 21 and dyscalculia	160
	Clustering and supersigns	162
	The power of five	166
	Deliberately use teaching materials	168
	Appropriate visual aids	171
	Summary	175
	IX. Communication and emotion \| Angela Kalmutzke	176
	It’s great that you have a child with Down syndrome!	176
	Respect for the essence of and confidence in learning ability	178
	On life and death	180
	Late termination of pregnancy	182
	Opting for life	184
	The social matrix	185
	Behavioral problems today, personality disorders tomorrow?	189
	Promoting self-worth	192
	Summary	196
	Afterword	197
	Literature	201