This past summer, toddler Julia Rogers still was being kept in an infant room at her day care center. The reason was that Julia, who has Down syndrome, wasn’t walking or drinking from a sippy cup. Keeping her from being with the other toddlers, though, was putting her at yet another disadvantage to developing to her potential. “She was just lying in a swing in this infant room all the time,” recalls her mother, Kathy Rogers, an English professor at the College of Charleston, noting cognitive development often follows motor skill development.

Read more of Post and Courier article (Oct. 2012).