Always trainable? never educable? Updating educational expectations concerning children with Down syndrome

The misperception that school-age children with Down syndrome always function at the trainable (noneducable) level at the time they enter kindergarten, or will assuredly function at the trainable level later in their schooling, continues to restrict their educational opportunities. The academic achievements of children with Down syndrome who participated in four early education studies were examined. Clear evidence of educable-level performance was revealed. The importance of functional indicators of educability that can complement intelligence test results in determining an appropriate educational placement was stressed.