Children With Down
Syndrome
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Creed of Babies With Down Syndrome
My face may be different
But my feelings the same
I laugh and I cry
And I take pride in my gains
I was sent here among you
To teach you to love
As God in the heavens
Looks down from above
To Him I’m no different
His love knows no bounds
It’s those here among you
In cities and towns
That judge me by standards
That man has imparted
But this family I’ve chosen
Will help me get started
For I’m one of the children
So special and few
That came here to learn
The same lessons as you
That love is acceptance
It must come from the heart
We all have the same purpose
Though not the same start
The Lord gave me life
To live and embrace
And(c)
I’ll www.teachingrocks.ca
do it as you do
But at my own pace
What is Down
Syndrome? (Definition)
Down Syndrome, also known as Trisomy 21, is the most commonly recognized disorder found
in children. It is a genetic disorder, resulting in an extra 21st chromosome. This error in the
“blueprint” of the body usually causes delays and limitations in physical and intellectual
development. The extra chromosome may be derived from either the egg or the sperm. The
incidence of Down Syndrome in the general population is one in every 900 births and is not
related to race, religion, nationality, or socio economic status. (Paasche , p.87)
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Causes:
The most common cause of Down Syndrome occurs when an infant is born with three, rather
than two, copies of the 21st chromosome (known medically as trisomy 21). Normally there are
46 chromosomes (23 pairs), half of which are inherited from each parent. Children with Down
syndrome, however, have cells that usually contain not 46, but 47 chromosomes, the extra one
being a third chromosome 21. It is this extra genetic material in infants with Down Syndrome
that disrupts their physical and cognitive development.
http://k-idshealth.org/parent/medical/genetic/down_syndrome.html
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Behavioral
Characteristics:
- significant delay in nonverbal cognitive development
- specific deficits in speech, language production, and auditory short-term memory
- heart defects
- intestinal abnormalities
- hearing impairments
- cognitive delay, ranging from mild to severe
- delays and limitations in physical and intellectual development
http://kidshealth.org/kid/health_problems/birth_defect/down_syndrome_p2.html
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Physical
Characteristics:
- relatively small head that appears somewhat flattened in the back
- low bridge of the nose, giving a flat mid-faced appearance
- small, low-set ears with unusually shaped earlobes
- short fingers and toes
- a single, almost straight line across the upper part of one or both palms, instead of the usual pair
of parallel lines
-curving folds of skin at the inner corners of the eyes, which give an almond shape to the eyes
- broad neck
-excessive ability to extend the joints
-fifth finger has one bending joint instead of two
-excessive space between large and second toe
- enlargement of tongue in relationship to size of mouth
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Treatment Options:
Unfortunately, there is no specific treatment for Down Syndrome. Children with Down
Syndrome are born with an abnormal number of chromosomes, therefore, there is no cure, and is
something they have to live with all their lives. However, there are countless treatments and
medical procedures available to help children with Down syndrome:
- Developmental Pediatricians
- Pediatric Physical Therapists (can help gain large muscle control)
- Pediatric Occupational Therapists (can help gain smaller muscle control)
- Speech and Language Therapists
- Nutritional Therapists
- Tubes can be implanted to increase hearing abilities
The above mentioned can significantly change the quality of life for these children.
http://www.ncbi.hlm.hih.gov/entrez/query.fcgi?cmd=retreieve&db=pubmed&dopt.html
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Possible Implications in the
Classroom
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May have difficulty remaining seated
Excessive climbing and running
Difficulty playing quietly
Fidgets
Blurts out (if verbal)
Interrupts, intrudes
Can’t wait their turn
Impedes academic achievement
Nature and educational implications is rarely part of
teacher training
– Teachers are still expected to help these students learn
and achieve academically
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Specific Accommodations:
• Physical Arrangement of Class:
The classroom should provide adequate space for children with
Down Syndrome, to move around freely , if any tantrums
should occur.
There should be a quiet area, such as the carpet area where
the children can go to soothe and relax themselves, when
feeling upset, frustrated and sometimes aggressive.
There must be a lot of open space, in means of having
equipment pushed to the outside of the classroom, as well as
having the doorway clear at all times, for children with Down
Syndrome love to run and have habits of running around and
out of the classroom.
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•Adapting Furniture
The furniture within the classroom should be
appropriately sized for the age of the children
within the classroom
The furniture must be free of any sharp or rough
edges, as the children love to explore their
surroundings and the objects around them
The furniture within the classroom should also
have extra padding , such as having pillows or
padding at the carpet area, as the children have
tendencies to bang their heads or throw
themselves down to the floor
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•Teacher supported or instructional activities
An educational assistant should be available for the child at
all times, to help them complete hands on activities, and work
such as writing, arts and crafts, cutting and pasting
Depending on the level of the child, some may need assistance
when eating, as they tend to put too much in their mouths
which can cause choking
Teacher must be by their side in times of transitions, or
outdoor play, as they need guidance and tend to take off or
run away when not accompanied by someone
There should be visuals in the classroom indicating schedules,
routines, instructions, which may include short, common or
familiar terminology, again depending on the level of the child
as some may be more independent then others
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Maximizing independence in routines:
The teacher within the classroom should always promote and
encourage independency among children with exceptionalities,
as most children like to do things on their own
During activities, child should be given things they can work
on, on their own and at their own pace
Examples can be shown to show child how things are done such
as showing them how to cut, giving them scissors, and then
letting them try on their own
With eating, teacher does not have sit with the child at all times,
rather show the child how to eat by picking up a piece of food,
putting it in their mouth and then letting the child try for
themselves on their own. If assistance is needed, teacher should
know when to move in
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Visuals can be posted in the classroom to show children
what will come next for the day, so they do not need to be
told constantly, they can become aware of transitions, and
they can then have something to look forward to which
builds a sense of routine for the child
When walking, or outdoors, teacher should always be in view
of the child, but allow the child to freely move around on
their own, as it would not be fair for the child to hold their
hand and keep them close by.
In times of tantrums, the teacher should allow the child to
be on their own by allowing space for the child, to which
they know they can turn to when they want to be on their
own. Teacher should be available, though, to help guide and
soothe the child , and be aware of the restrictions of the
child or when the child may need them
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Building social interactions with peer group
Providing an inclusive environment is extremely
important
During circle time, activities, or class lessons, the child
should be included as part of the group ratio, in means
of being a part of the group in terms of participating.
Back at the desks, the child should be included with the
arrangement of group of desks, so the child has the
opportunity to engage in interaction with the other
children in the classroom, and other children can get to
know them
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From time to time, the arrangement of
desks may change, therefore, the child
should also be included in the change of
arrangement so they can move around the
classroom and get to know each of the
other children
Including the child as part of the change,
can help the child grasp the concept of
transitions, change, and become more
familiar to it, which will allow it to be
easier for them as time passes them by.
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Other classroom strategies…
• Give immediate feedback
• Avoid multi-task assignments
• Use positive feedback when student has complied
and whenever possible
• Use praise and reward for desired behavior
• Simplify the more complex tasks
• Use structured materials, direct instruction and
programmed learning
• Use preferential seating
• Try to teach more difficult subjects which require
more thinking in the mornings such as math or
spelling
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• Be flexible and modify classroom expectations
when necessary
• Avoid power struggles
• Space short work periods with breaks
• Provide additional time to complete work
• Allow extra time for homework completion
• Inform student with several reminders, several
minutes apart, before changing from one activity
to the next
• Give alternatives
• Number and sequence steps in a task
• Provide outlines
• Allow oral administration of test
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Assessment Techniques:
Tests
• Provide a quiet setting for test taking
• Allow tests to be scribed and allow for oral
responses
• Divide testing into small sections
• Grade spelling separately from content
• Allow necessary time to complete
• Avoid time test
• Permit retaking the test
• Provide monitored breaks from test
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Personal Observation
- Anecdotal records
- Record academic related behaviors
- Teacher made checklists
Student-Centered Assessment Strategies
- Think aloud techniques, self evaluation, interviews
and student journals or learning logs
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Working With Families/Parents
Encourage parents to bring in things from home into the
classroom so that the child can easily recognize/relate
(link home to school from day one)
Meet with parents before the school year starts
Make promises that can be kept
Consistency throughout the year both inside and outside
the classroom (on a daily basis)
Consistent communication between parent/class
teacher/administration and school staff (keep a daily
log/journal)
Teachers should reassure parents that they will gain
knowledge and develop a strong understanding of the child’s
exceptionalities so that they are better able to integrate
and include child into the classroom
Encourage peer interactions both inside and outside the
classroom
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• Discuss re-enforcement programs such as peer buddies;
whether they support it
• Develop/create visual schedules with parents
• Discuss various techniques and strategies that work best
for the child; as well as, implement new ones and share them
with the parent
• Send home activities/work that has been completed during
class so that child learns to link home and school (repetition
and consistency)
• Notify parents which peers their child is strongly connected
to, so that it encourages communication among peers
outside the classroom
• Important to create connections with the child
• Important to learn and gain knowledge, awareness of the
exceptionality, as well, to get involved
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• Work with the parents
• Communication between home, staff, administration,
teams= success
• Do the same things as with every other child, while also
doing some things differently (depending)
• Communication boards, visuals, gestures
• Raise awareness within the classroom among students, as
well as, outside the classroom among parents, guardians,
etc. (allows individuals to seek ways in which they can help
or get involved)
• Be patient and understanding
• Be helpful but not TOO helpful; encourage independence
(know when to intervene)
• Provide resources from within the school for parents (make
them available)
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• Be open to learn new things
• Don’t be afraid to ask when you don’t know (parents/other
teachers/principals)
• Be sensitive to students needs (including that of the
siblings of the child with exceptionalities)
• Needs of a child ALWAYS come first
• Be aware that some parents do not have any other
resources but their child
• Do not talk about the child as if they are not there, include
them in any discussion you deem appropriate
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The story of ‘J’
(5 yrs old)
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Initial Observations
Follows routines well
Accommodates change easily
Non-verbal
Points to things he wants or needs
Plays well, interacts nicely with other children
Can color, though attention span is limited
Imitates sound well, can repeat sounds
Works independently
Knows his colors, distinguishes shapes
Traces straight lines, problems with curves/zig zags
Favors left when cutting, but right when coloring, tracing
Sits well, independently, but not for long periods of time
Bangs head on floor or walls when does not get what he wants
Runs quickly and slowly
Walks on his own
Climbs chairs, tables, desks
At times, does not focus nor pay attention
Puts on, takes off jacket,
grabs his own bag
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Goals
expand attention span
- help prevent child from becoming frustrated
which would then prevent banging of the head
- Enhance fine motor skills ( tracing lines of all
shapes)
- Encourage development of language skills
- Maintain social skills
- Guide child in writing letters and numbers
- Word recognition
- enhance gross motor skills
- Comprehension of when to run and when to walk,
what he can climb
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Activities Created
Expand attention span – finger plays, listening activities/sound
pictures, story telling
Gross motor skills – balance beam/ bouncing ball
Fine motor skills- repetition of tracing shapes with dotted lines,
string beads, picking up small objects such as rice/pasta, hole
puncher, writing with a thicker pencil to start
Receptive: pictures with corresponding words/ sound, having child
point to objects to test word recognition then showing picture,
repeating simple words so child can become more familiar of
the sound it makes
Visuals: schedules, daily routines, tasks for the day such as
washing hands, washroom, etc.
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