Unit V Revision of Literature Reveiw and Introduction

Please follow directions on attachments for Unit V. Look at both attachments and follow directions. Thanksc=

Course Syllabus

Course Description

Provides an advanced introduction to the basic concepts and requirements of
college-level writing. The course includes additional skills, methods, and techniques
to improve and polish the student’s completed written documents.

Course Textbook(s)

No physical textbook is required; resources are integrated within the course.

Course Learning Outcomes

Upon completion of this course, students should be able to:

1. Implement ideas of the writing situation, genre, and audience learned in English Composition I.
2. Develop an academically valid research topic.
3. Identify parts of an argument through persuasive writing.
4. Conduct research resulting in an annotated bibliography.
5. Produce an argumentative research paper.
6. Utilize the accepted APA style and conventions.

Prerequisite(s)

EH 1010 – English Composition I or equivalent

Credits

Upon completion of this course, the students will earn 3 hours of college credit.

Course Structure

1. Study Guide: Course units contain a Study Guide that provides students with the learning outcomes, unit lesson,
required reading assignments, and supplemental resources.

2. Learning Outcomes: Each unit contains Learning Outcomes that specify the measurable skills and knowledge
students should gain upon completion of the unit.

3. Unit Lesson: Unit Lessons, which are located in the Study Guide, discuss lesson material.
4. Learning Activities (Non-Graded): Non-Graded Learning Activities are provided to aid students in their course of

study.
5. Discussion Boards: Discussion Boards are part of all CSU Term courses. More information and specifications can

be found in the Student Resources link listed in the Course Menu bar.
6. Unit Assignments: Students are required to submit for grading Unit Assignments. Specific information and

instructions regarding these assignments are provided below. Grading rubrics are included with each assignment.
Specific information about accessing these rubrics is provided below.

7. Ask the Professor: This communication forum provides you with an opportunity to ask your professor general or
course content related questions.

8. Student Break Room: This communication forum allows for casual conversation with your classmates.

EH 1020, English Composition II

EH 1020, English Composition II 1

CSU Online Library

The CSU Online Library is available to support your courses and programs. The online library includes databases, journals,
e-books, and research guides. These resources are always accessible and can be reached through the library webpage.
To access the library, log into the myCSU Student Portal, and click on “CSU Online Library.” You can also access the CSU
Online Library from the “My Library” button on the course menu for each course in Blackboard.

The CSU Online Library offers several reference services. E-mail (library@columbiasouthern.edu) and telephone
(1.877.268.8046) assistance is available Monday – Thursday from 8 am to 5 pm and Friday from 8 am to 3 pm. The library’s
chat reference service, Ask a Librarian, is available 24/7; look for the chat box on the online library page.

Librarians can help you develop your research plan or assist you in finding relevant, appropriate, and timely information.
Reference requests can include customized keyword search strategies, links to articles, database help, and other services.

Unit Assignments

Unit II Annotated Bibliography

Follow the directions below for the completion of the Annotated Bibliography assignment for Unit II. If you have questions,
please email your professor for assistance.

Purpose: The purpose of the annotated bibliography is to summarize the sources that you have gathered to support your
research proposal project. These summaries help you to think about the complex arguments presented in your sources.
Description: In this assignment, you will create an annotated bibliography consisting of seven sources. Each entry will
consist of a reference list citation, a summary of the source’s information, and a one-sentence assessment. Each
annotation should be between 150 to 200 words. If an entry is shorter than 150 words, it is likely you have not fully
developed your summary, and this lack of development can severely impact your grade for this assignment.
Example: Click here to access the annotated bibliography example.

As always, you may also seek out the guidance of the Writing Center; the Writing specialists are always there to assist you
with your writing, comprehension, and APA formatting. You may submit writing assignments to the Writing Center by using
a “Writing Center Request form” located in the myCSU Student Portal. To submit a Writing Center Request, log in to the
myCSU Student Portal, click on University Forms in the top right menu. Then click on Courses. Towards the bottom of the
list, you will find the Writing Center Request. You can fill out this form and attach your paper for assistance. Be advised that
Writing Specialist require up to two business days to return requests. If you have questions concerning APA style or your
writing assignment, you can contact the Writing Center at teamsucceed@columbiasouthern.edu or by phone at ext. 6538.

Information about accessing the grading rubric for this assignment is provided below.

Unit III Research Proposal

Follow the directions below for the completion of the Research Proposal assignment for Unit III. If you have questions,
please email your professor for assistance.

Purpose: The purpose of the research proposal is to help you to understand your project, to gain direction and feedback
on your project, and to establish a blueprint for your project.
Description: In this assignment, you will create a research proposal consisting of three sections:

Section 1: What is the topic? (100-150 words)
Section 2: What is the controversy? Include paragraphs that detail both sides of the controversy. (300-400 words)
Section 3: Your tentative thesis statement (one to two sentences)

Click here to access the research proposal example.

All sources must be documented via APA citations and references. You may also seek out the guidance of the Success
Center; the specialists are always there to assist you with your writing and comprehension.

Information about accessing the grading rubric for this assignment is provided below.

Unit IV Literature Review

Draft of Introduction and Literature Review

Follow the directions below for the completion of the introduction and literature review draft assignment for Unit IV. If you
have questions, please email your professor for assistance.

Purpose: The purpose of this assignment is to begin drafting your academic argumentative research paper.

Description: In this assignment, you will first write your literature review; then, you will write your introduction. Please see
“Lesson 4: The Introduction” for details on why it is suggested that you begin the drafting process with the literature review
instead of the introduction. The following details are requirements of the assignment:

EH 1020, English Composition II 2

mailto:library@columbiasouthern.edu

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/EH/EH1020/15G/Annotated Bib_w_bubbles

mailto:teamsucceed@columbiasouthern.edu

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/EH/EH1020/15G/UIII_RPExample

Sentence 1: Introduce the general topic
Sentence 2: Pro side (general)
Sentence 3: Con side (general)
Sentence 4: Narrow the scope (1)
Sentence 5: Examples of the narrowed topic
Sentence 6: Narrow the scope (2)
Sentence 7: Specific controversy
Sentence 8: Pro side (specific)
Sentence 9: Con side (specific)
Sentence 10: The thesis

Literature Review (800-900 words): For details about the structure of the literature review, you will want to review
“Lesson 3: The Literature Review: The Process.” You may also want to review the “Example Introduction and Literature
Review (with comments).” The link is below.

Literature review preface: This paragraph acts as a guide to what the reader can expect in the literature review.
Literature review body: This section includes three to four body paragraphs that discuss the history, terminology, and
both sides of the controversy (pro and con).
Literature review conclusion: The conclusion signals that the literature review is ending, but it also acts as a kind of
preface for the body of the paper by restating the thesis statement and establishing your argument once again.

Demonstrate how to summarize and paraphrase source materials.
Demonstrate the avoidance of plagiarism through proper use of APA citations and references for all paraphrased and
quoted material.

You may also seek out the guidance of the Success Center; the specialists are always there to assist you with your writing
and comprehension.

Information about accessing the grading rubric for this assignment is provided below.

Unit V Assignment

Revision of Literature Review and Introduction

Follow the directions below for the completion of the introduction and literature review revision assignment for Unit V. If you
have questions, please email your professor for assistance.

Purpose: The purpose of this assignment is to revise the introduction and literature review of your academic argumentative
research paper, which you created a draft of in Unit IV.

Description: In this assignment, you will revise the introduction and literature review that you wrote for the Unit IV
assignment. Revisions must be substantive and should be made in accordance with the professor’s instructions. The
following parts of the assignment must be revised:

Introduction (9-12 well-developed sentences/approximately 350 words): For more details about what is expected for each
of the following sentences, please see “Lesson 4: The Introduction.” You may also want to review the “Example
Introduction and Literature Review (with comments).” The following components must be included in the introduction (in
the following order).
Sentence 1: Introduce the general topic
Sentence 2: Pro side (general)
Sentence 3: Con side (general)
Sentence 4: Narrow the scope (1)
Sentence 5: Examples of the narrowed topic
Sentence 6: Narrow the scope (2)
Sentence 7: Specific controversy
Sentence 8: Pro side (specific)
Sentence 9: Con side (specific)
Sentence 10: The thesis
Literature Review (800-900 words): For details about the structure of the literature review, you will want to review
“Lesson 3: The Literature Review: The Process.” You may also want to review the “Example Introduction and Literature
Review (with comments).” The link is below.
Literature review preface: This paragraph acts as a guide to what the reader can expect in the literature review.
Literature review body: This section includes three to four body paragraphs that discuss the history, terminology, and
both sides of the controversy (pro and con).
Literature review conclusion: The conclusion signals that the literature review is ending, but it also acts as a kind of
preface for the body of the paper by restating the thesis statement and establishing your argument once again.

Demonstrate the avoidance of plagiarism through proper use of APA citations and references for all paraphrased and
quoted material.
Implement techniques of editing and revising.

Example: Click here to access the example introduction and literature review. Note: The conclusion is not presented in this
example; however, the literature review conclusion is a requirement of the assignment.
You may also seek out the guidance of the Success Center; the specialists are always there to assist you with your writing
and comprehension.

EH 1020, English Composition II 3

https://online.columbiasouthern.edu/CSU_Content/courses/General_Studies/EH/EH1020/15G/UnitIVExampleLitRevwNotes

Information about accessing the grading rubric for this assignment is provided below.

Unit VI Assignment

Body of Research Paper

Follow the directions below for the completion of the body paragraphs draft assignment for Unit VI. If you have questions,
please email your professor for assistance.

Purpose: The purpose of this assignment is to continue drafting your academic argumentative research paper.

Description: In this assignment, you will write three to four body paragraphs according to the form that is explained in
“Lesson 3: The Body Paragraphs.” The following requirements must be included in the assignment:

Body Paragraphs: You will construct three to four paragraphs comprised of five to seven sentences each. Each
paragraph should be between 150-200 words. At a minimum, this portion of the paper should be around 450-600 words
(for three to four paragraphs); a body section of this length will meet the minimum requirements of the assignment. The
following components must be included in each body paragraph (in the following order).

Sentence 1: Point/reason sentence: This topic sentence will contain one of your reasons.
Sentence 2: Explanation: In this sentence, you provide information that further develops or explains Sentence 1.
Sentence 3: Illustration: This sentence introduces evidence that supports the reason that is presented in Sentence 1.
Sentence 4: Explanation of the illustration: Because the evidence does not necessarily stand on its own, you need to
provide explanation so that the reader will understand how you interpreted the evidence to come to your reason.
Sentences 5-6: Second illustration and explanation (optional): You may choose to include a second piece of evidence
that is then followed by an explanation.
Last Sentence: Transition: In this sentence, you will signal to the reader that you will be moving on to another point in
the next paragraph. You do this to ease the movement from one point to another.

Be sure to include the introduction and literature review you have already created and revised.
Use APA conventions to cite and reference all sources used to support your argument.

Example: For an example of a body paragraph, please see the example in “Lesson 3: The Body Paragraphs.”

You may also seek out the guidance of the Success Center; the specialists are always there to assist you with your writing
and comprehension.
Information about accessing the grading rubric for this assignment is provided below.

Unit VII Assignment

The Body Revision

Follow the directions below for the completion of the body paragraphs revision assignment for Unit VII. If you have questions,
please email your professor for assistance.

Purpose: The purpose of this assignment is to revise the body of your academic argumentative research paper, which you
created a draft of in Unit VI.

Description: In this assignment, you will revise the three to four body paragraphs you wrote in Unit VI. The following
requirements must be included in the assignment:

Body Paragraphs: You will revise the body section of your paper based on feedback received from your professor in Unit
VI. Please review here the guidelines for the body section of your research paper: This section will include three to four
paragraphs comprised of five to seven sentences each. Each paragraph should be between 150-200 words. At a
minimum, this portion of the paper should be 450-600 words (for three to four paragraphs); a body section of this length
will meet the minimum requirements of the assignment. Revisions must be substantive and should be made in
accordance with the direction given by the professor’s feedback. The following components must be included in each
body paragraph (in the following order).

Sentence 1: Point/reason sentence: This topic sentence will contain one of your reasons.
Sentence 2: Explanation: In this sentence, you will provide information that further develops or explains Sentence 1.
Sentence 3: Illustration: This sentence introduces evidence that supports the reason that is presented in Sentence 1.
Sentence 4: Explanation of the illustration: Because the evidence does not necessarily stand on its own, you need to
provide explanation so that the reader will understand how you interpreted the evidence to come to your reason.
Sentences 5-6: Second illustration and explanation (optional): You may choose to include a second piece of evidence
that is then followed by an explanation.
Last Sentence: Transition: In this sentence, you will signal to the reader that you will be moving on to another point in
the next paragraph. You do this to ease the movement from one point to another.

Be sure to include the introduction and literature review you have already created and revised.
Use APA conventions to cite and reference all sources used to support your argument.
Example: For an example of a body paragraph, please see the example in “Lesson 3: The Body Paragraphs.”
You may also seek out the guidance of the Success Center; the specialists are always there to assist you with your writing
and comprehension.
Information about accessing the grading rubric for this assignment is provided below.

EH 1020, English Composition II 4

Unit VIII Research Paper

Conclusion and Abstract

Follow the directions below for the completion of the conclusion and abstract assignment for Unit VIII. If you have questions,
please email your professor for assistance.

Purpose: The purpose of this assignment is to complete your academic argumentative research paper.

Description: In this assignment, you will first write your conclusion; then, you will write your abstract. The following
components are requirements of the assignment:

Conclusion (150-200 words):
Revisit the controversy.
Emphasize the seriousness of the controversy.
Answer the “So what?” question.
Suggest a general solution (optional).
Call for awareness/action.
Leave the reader with a final thought.

Abstract (200 words or less): For this assignment, you may not exceed 200 words.
Restatement of the controversy (one to two sentences)
Your thesis (one sentence)
Reasons (three to four sentences)
Conclusion sentence (one sentence)

Add the conclusion and abstract to the rest of your paper so that you are turning in a complete research paper. The
paper should include all of the following components (in order):

Title page
Abstract
Introduction
Literature review
Body paragraphs
Conclusion
References page

APA Guidelines

The application of the APA writing style shall be practical, functional, and appropriate to each academic level, with the
primary purpose being the documentation (citation) of sources. CSU requires that students use APA style for certain papers
and projects. Students should always carefully read and follow assignment directions and review the associated grading
rubric when available. Students can find CSU’s Citation Guide by clicking here. This document includes examples and
sample papers and provides information on how to contact the CSU Success Center.

Grading Rubrics

This course utilizes analytic grading rubrics as tools for your professor in assigning grades for all learning activities. Each
rubric serves as a guide that communicates the expectations of the learning activity and describes the criteria for each level
of achievement. In addition, a rubric is a reference tool that lists evaluation criteria and can help you organize your efforts to
meet the requirements of that learning activity. It is imperative for you to familiarize yourself with these rubrics because
these are the primary tools your professor uses for assessing learning activities.

Rubric categories include: (1) Discussion Board, (2) Assessment (Written Response), and (3) Assignment. However, it is
possible that not all of the listed rubric types will be used in a single course (e.g., some courses may not have
Assessments).

The Discussion Board rubric can be found within Unit I’s Discussion Board submission instructions.

The Assessment (Written Response) rubric can be found embedded in a link within the directions for each Unit
Assessment. However, these rubrics will only be used when written-response questions appear within the Assessment.

Each Assignment type (e.g., article critique, case study, research paper) will have its own rubric. The Assignment rubrics
are built into Blackboard, allowing students to review them prior to beginning the Assignment and again once the
Assignment has been scored. This rubric can be accessed via the Assignment link located within the unit where it is to be
submitted. Students may also access the rubric through the course menu by selecting “Tools” and then “My Grades.”

Again, it is vitally important for you to become familiar with these rubrics because their application to your
Discussion Boards, Assessments, and Assignments is the method by which your instructor assigns all grades.

EH 1020, English Composition II 5

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Communication Forums

These are non-graded discussion forums that allow you to communicate with your professor and other students.
Participation in these discussion forums is encouraged, but not required. You can access these forums with the buttons in
the Course Menu.

Click here for instructions on how to subscribe/unsubscribe and post to the Communication Forums.

Ask the Professor

This communication forum provides you with an opportunity to ask your professor general or course content questions.
Questions may focus on Blackboard locations of online course components, textbook or course content elaboration,
additional guidance on assessment requirements, or general advice from other students.

Questions that are specific in nature, such as inquiries regarding assessment/assignment grades or personal
accommodation requests, are NOT to be posted on this forum. If you have questions, comments, or concerns of a non-
public nature, please feel free to e-mail your professor. Responses to your post will be addressed or e-mailed by the
professor within 48 hours.

Before posting, please ensure that you have read all relevant course documentation, including the syllabus,
assessment/assignment instructions, faculty feedback, and other important information.

Student Break Room

This communication forum allows for casual conversation with your classmates. Communication on this forum should
always maintain a standard of appropriateness and respect for your fellow classmates. This forum should NOT be used to
share assessment answers.

Schedule/Grading

The following pages contain a printable Course Schedule to assist you through this course. By following this schedule, you
will be assured that you will complete the course within the time allotted.

Unit I Foundations of the Argumentative Research Paper [ Weight: 2% ]

Read/View: Unit I Study Guide
Video Unit Lessons 1.1 – 1.6: See Study Guide

Discuss: Unit I Discussion Board 2%

Unit II Beginning the Research Process [ Weight: 14% ]

Read/View: Unit II Study Guide
Video Unit Lessons 2.1 – 2.8: See Study Guide
“Summarizing Sources” document found in Lesson 7

Discuss: Unit II Discussion Board 2%

Submit: Unit II Annotated Bibliography 12%

Unit III The Project Takes Form: Writing a Proposal [ Weight: 12% ]

Read/View: Unit III Study Guide
Video Unit Lessons 3.1 – 3.6: See Study Guide

Discuss: Unit III Discussion Board 2%

Submit: Unit III Research Proposal 10%

EH 1020, English Composition II 6

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Unit IV Beginning the Drafting Process [ Weight: 17% ]

Read/View: Unit IV Study Guide
Video Unit Lessons 4.1 – 4.5: See Study Guide

Discuss: Unit IV Discussion Board 2%

Submit: Unit IV Literature Review 15%

Unit V Understanding Editing and Revising as a Process [ Weight: 12% ]

Read/View: Unit V Study Guide
Video Unit Lessons 5.1 – 5.6: See Study Guide

Discuss: Unit V Discussion Board 2%

Submit: Unit V Assignment 10%

Unit VI Drafting the Argument [ Weight: 17% ]

Read/View: Unit VI Study Guide
Video Unit Lessons 6.1 – 6.4: See Study Guide

Discuss: Unit VI Discussion Board 2%

Submit: Unit VI Assignment 15%

Unit VII Revisiting the Structure [ Weight: 12% ]

Read/View: Unit VII Study Guide
Video Unit Lessons 7.1 – 7.4: See Study Guide

Discuss: Unit VII Discussion Board 2%

Submit: Unit VII Assignment 10%

Unit VIII Pulling It All Together [ Weight: 14% ]

Read/View: Unit VIII Study Guide
Video Unit Lessons 8.1 – 8.3: See Study Guide

Discuss: Unit VIII Discussion Board 2%

Submit: Unit VIII Research Paper 12%

EH 1020, English Composition II 7

Running Head: DOWN SYNDROME – LITERATURE REVIEW 1

DOWN SYNDROME – LITERATURE REVIEW 6

Title: Down syndrome – Literature review

Name:

Institution:

Introduction

Down syndrome is a genetic disorder that some people are born with. The condition manifests through diminished intellectual ability, muscle weakness and distinctive facial features. To help people with Down syndrome lead as complete lives as possible, they are sometimes taken to special centers which are equipped with necessary facilities to guide their recovery, while they are exposed to highly trained experts who are well versed in rehabilitation. While these centers offer ideal facilities and personnel needed by people suffering from Down syndrome, they also have the disadvantage of being segregated from the society. The facilities may therefore be inhumane and make it impossible for these people to lead normal and fulfilling lives after all. Of particular focus are the conditions which prevail in these centers. The conditions are adequate to care for the physical needs of the patients, but they may lack in other ways. For instance, they are segregated from the rest of society, making the important interaction with family and friends impossible. They are also contrary to human dignity, whereby individuals should be treated similarly regardless of their physical or other shortcomings. The controversy revolves around the treatment of Down syndrome patients as distinct from the rest of society. On one hand, it may enable there to be greater focus on their physical wellbeing. On the other hand, this leads to segregation that does not augur well with the development of their social abilities. Individuals with Down syndrome should be afforded equal treatment as any other individual.

Literature review

This review of existing literature will aim to find out the pros and cons of treating people with Down syndrome as they are presently. The review will be guided by the thesis statement which advocates for better treatment for people with Down syndrome, especially with respect to their segregation from the rest of the society. The pros and cons of this aspect of Down syndrome care will be analyzed, with a view of better understanding the rationale behind the measure, and why it needs to be there to guarantee better health outcomes for patients.

Review on pros and cons

According to Graaf (2002), education authorities in the Netherlands have traditionally attempted to integrate all students, regardless of their obvious deficiencies. This placed them at a great disadvantage. They suffered both socially and academically. In addition, they were not able to access specialist care which would have been instrumental in improving their abilities over time. It is for this reason that patients now are segregated during their childhood. Such an approach helps the children develop in the absence of negative social effects such as stigmatization by their peers, and neglect of their special health needs. It is therefore a good thing, according to Graaf, that those children with Down syndrome are actually segregated from the rest of the population.

The analysis above does not however mean that this is the ideal situation. Graaf (2002) continues to contend that there are modifications which can be made to ensure the development of children with Down syndrome is all-rounded. In the past, the presence of special schools for children with Down syndrome was abused by placing children even with the slightest sign of disability. In the present education environment, only those with acute issues are expected to be segregated, until a time when they can be reasonably expected to interact with others. This analysis by Graaf (2002) therefore means that segregation as was being practiced in the past was not only unnecessary, but severely impaired the chances of the children to develop properly.

Segregated care succeeds in separating families form some of their members, especially so early in life. Parents are uniquely equipped to provide some needs to children, needs that are unlikely to be satisfied by any other party. When they are then separated, these children suffer greatly, as do the parents. Any Down syndrome care set-up may be perfectly suited for the needs of the children. However, it does not make any considerations for the needs of the parents. They are integral parts of the children’s lives. By shutting them out of the lives of their children, and not offering them any means through which they can cope with the depression and pessimism which is common among parents whose children suffer form down syndrome or autism, these centers negatively affect the health of both parent and child Abbeduto et al, 2004).

Down syndrome centers are important in that they are better equipped to give accurate diagnosis to parents. With such a diagnosis, the parent is able to decide on the best possible care for the patient. Things such as low income levels may however impact on the quality of such services, especially in the third world or in minorities in developed countries. These centers may however cooperate, even though subconsciously, with normal school to ensure that children, regardless of the severity of their disability, are not accepted in normal schools, but are taken to the especial centers. This has a negative psychological effect on the parent and on their relationship with the child. While the stress levels diminish in later life, before resurfacing during adulthood, the separation during the most important years of the child form peers and family injures their chances of developing necessary social skills. It may therefore by important to improve integration while still providing the necessary care (Huiracocha et al, 2017).

Disability can be defined as the interrelationship between the individual, features that impair their normal life, and the physical and social environment. Environmental influences have a significant effect on the development of people with disability, including Down syndrome. Due to their apathy to participating with others in social roles, children with Down syndrome are more concerned with the physical environment. This may be present in centers purposely built to cater for their needs. However, they also place a great deal of importance on social environment within which they grow up. This aspect may be missing in these centers. The end result of such a situation is that the center only delivers partial solutions to the problem, even when they strive to be as holistic in their approach as possible (Foley et al, 2014).

Conclusion

Specialist centers that cater for the needs of people with Down syndrome have several benefits. They help mitigate the various developmental issues that the people have, while also enabling them lead normal lives to the best extent possible. Despite this however, the people are denied access to an ideal social environment which is also vital to their development. It is therefore important to ensure that while these centers carry out their work, they ensure that the people with Down syndrome are afforded equal treatment as any other individual.

References

Abbeduto, L. et al. (2004). Psychological Well-Being and Coping in Mothers of Youths With Autism, Down Syndrome, or Fragile X Syndrome. American Journal on Mental Retardation, 109(3), 237-254.

de Graaf, G. (2002) Supporting the social inclusion of students with Down syndrome in mainstream education. Down syndrome News and Update, 2(2), 55-62.

Foley K-R, Girdler S, Bourke J, Jacoby P, Llewellyn G, Einfeld S, et al. (2014) Influence of the Environment on Participation in Social Roles for Young Adults with Down Syndrome. PLoS ONE 9(9): e108413.

Huiracocha, L., Almeida, C., Huiracocha, K., Arteaga, J., Arteaga, A., & Blume, S. (2017). Parenting children with Down syndrome: Societal influences. Journal of Child Health Care, 21(4), 488–497.

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