Running head DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW 1.docx

Running head: DOWN’S SYNDROME-REVISION OF
LITERATURE REVIEW 1
DOWN’S SYNDROME-REVISION OF LITERATURE REVIEW
2
Down’s Syndrome-Revision of Literature Review
Mary Katz
Columbia Southern University
Down’s Syndrome-Revision of Literature Review
Down’s syndrome is a genetic disorder in human beings
characterized by a diminished mental ability, distinctive
features on the face, and muscle weakness. Such patients have a
lot of difficulties in coping up with the world and the society in
it. They put their family members in a fixed predicament. Some
patients are therefore taken to health institutions which are
supposed to make them “better.” However, according to a
variety of literature, the mental facilitates have both their
advantages and disadvantages. This has led to a debate about
whether the institutions are the perfect environment for
“curing” patients with the Down’s syndrome. The pro side is
that the mental facilities have trained professionals that offer
ideal treatment and rehabilitation services to the patients. The

treatment sometimes guarantees the physical well-being of the
patients. The recovered patients have been known to take part in
many social activities like sports and also art. They have been
known to come up with unique artistic works. This is because
the rehabilitation centers let them focus on their passions.
However, on the con side, the institutions are meant to separate
the patients from the rest of the society, including their
immediate family members. Segregating patients with the
Downs’ syndrome may lead to the development of antisocial
behavior. For example, patients may tend to seclude themselves
and fear to talk to other people despite being physically treated
of the condition. The antisocial behavior makes them be termed
as “weirdos” in the society. They are thus avoided and
neglected by the other members due to their strange behaviors.
The con side appeals to the humane behavior of people
associating with patients of the Down’s syndrome. The
literature review provides adequate knowledge on the subject; it
emphasizes on developing empathy for the patients rather than
sympathizing with them. This essay is a revision of the
literature review of this study; it discusses the terminology,
history and the two sides of the controversy (cons and pros).
The primary objective of the literature review provided in this
study is to find out the pros and cons associated with treating
people with the Down’s syndrome. The research can, therefore,
be used as a platform to recommend the appropriate treatment
procedures to be used by people associated with patients with
this disorder. The research made was adequate to support the
conclusion that the current institutions need modification to
ensure that children coming out of the facilities are all rounded.
Learning from Graaf (2002), it is clear that integrating both
types of children (those with the condition and those without) is
a terrible idea. This is because the students with the condition
would not get the special care they need. Segregation also
prevents the children with the disorder from stigmatization by
their colleagues. It can, therefore, be concluded that segregation
is not a con after all; it can result to both positive and negative

outcomes.
The history of treatment of the patients with the Down’s
syndrome also reveal that there should be a mechanism to
separate patients with acute signs of the condition from those
with severe conditions. According to Graaf (2002), the special
schools for such children was abused by the members of the
society in that children that showed little signs of disability
were taken to the institutions. This kind of segregation is
unnecessary because it denies students the opportunity of
interacting with their peers. However, there has been an
improvement in the institution such as the hiring of the medical
experts who manage the admission process. The professionals
examine and evaluate the behaviors of the children before
admitting them. This development has led to better quality care
for children with the disorder.
Attention to children with the disorder is not just enough,
parents of such kids also require special attention to come to
terms with the situation. Down’s syndrome can sometimes lead
to autism. Autism can be fatal. Parents living with the notion
that their kids might die at a young age can be very devastating
and traumatizing. According to Abbeduto et al. (2004), such
situations can greatly affect a parent’s health. It is therefore
important for the parents to see professional therapists on the
matter. The therapist provides solutions or means of coping up
with the absence of the children to their parents. Down
syndrome centers are important in that they are better equipped
to give an accurate diagnosis to parents. The therapy session
might, however, require significant income to pay for the
services. Low-income levels, therefore, affect the quality of the
services provided, especially in the third world countries.
In conclusion, good medical care is critical for people
living with the Down’s syndrome. It leads to better quality of
life for those affected. However, great care is not only limited
to the physical well-being of the patients living with the
condition. It also encompasses rehabilitation services and
therapy sessions for the parents whose children have the

Down’s syndrome. Therapy is important to help deal with the
stress of having a child with the disorder. Despite the specialist
centers having major benefits, a lot of modification is required
to provide the best possible medical care for those affected by
the Down’s syndrome.
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.
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 ([email protected]) 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
[email protected] 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,
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.
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:
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).
mailto:[email protected]
https://online.columbiasouthern.edu/CSU_Content/courses/Gene
ral_Studies/EH/EH1020/15G/Annotated Bib_w_bubbles.pdf
mailto:[email protected]
ral_Studies/EH/EH1020/15G/UIII_RPExample.pdf
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 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.
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.
Unit V Assignment
Revision of Literature Review and Introduction
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 5: Examples of the narrowed topic
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.
and comprehension.
ral_Studies/EH/EH1020/15G/UnitIVExampleLitRevwNotes.pdf
ral_Studies/EH/EH1020/15G/UnitIVExampleLitRevwNotes.pdf
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,
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."
and comprehension.
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,
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."
and comprehension.
Unit VIII Research Paper
Conclusion and Abstract
conclusion and abstract assignment for Unit VIII. If you have
questions,
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
and comprehension.
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.
http://www.columbiasouthern.edu/downloads/pdf/success/citatio
n-guide
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
"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
Discuss: Unit III Discussion Board 2%
Submit: Unit III Research Proposal 10%
https://online.columbiasouthern.edu/CSU_Content/common_file
s/instructions/DB/Create_New_Thread_Subscribe.pdf
Unit IV Beginning the Drafting Process [ Weight: 17% ]
Read/View: Unit IV 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
Discuss: Unit V Discussion Board 2%
Submit: Unit V Assignment 10%
Unit VI Drafting the Argument [ Weight: 17% ]
Read/View: Unit VI 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
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
Discuss: Unit VIII Discussion Board 2%
Submit: Unit VIII Research Paper 12%

EH 1020, English Composition IICourse SyllabusCourse
DescriptionCourse Textbook(s)Course Learning
OutcomesPrerequisite(s)CreditsCourse StructureCSU Online
LibraryUnit AssignmentsUnit II Annotated BibliographyUnit III
Research ProposalUnit IV Literature ReviewUnit V
AssignmentUnit VI AssignmentUnit VII AssignmentUnit VIII
Research PaperAPA GuidelinesGrading RubricsCommunication
ForumsSchedule/Grading

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