摘要：AbstractThis paper is a narrative approach of the accounts for six children with Down's syndrome from special and mainstream schools of Ploiesti. The analysis highlighted the commonalities across the accounts: personal and social identity, health and psychophysical development, scholar integration, services and programmes. Using documents analysis, semi-structured interview, narrative analysis, we have reached to the following findings: these children do not differentiate themselves from their peers; mainstream school integration is more adequate for academic competencies development; special school integration stimulate more socio-emotional competences. Our findings lead us to the necessity of developing counselling programs for children with D.S. and their families.
关键词：Down syndrome children;personal and social identity ;
