Solutions for Educating
Students with Down
Syndrome
Fostering growth through
engagement , communication,
and learning!
Laurie A. Lundblad, PsyD, PNP, BC
Psychologist - Nurse - Mom
Laurie A. Lundblad -www.BridgesTherapy.com © 2009
1
Objectives
This workshop will provide an overview of
the specific learning needs characteristic
of students with Down syndrome.
Tips, strategies and solutions relevant to
pre-school through high school will be
covered
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
2
You will learn:
(About: us, the kids, how to)
US
• How to open the lines of communication
• Effective home/school partnership
techniques
The Kids
• Health issues affecting learning
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
3
You will learn:
(About: us, the kids, how to)
HOW TO:
• Effective Instructional techniques and IEP
goals
• Environmental factors which promote success
• Ways to promote independence
• How to promote friendships
• Behavior modification strategies
• Alternatives to reward systems
• Various community resources
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
4
The Disguise
• How Down syndrome changes…
– Your View
– My View
– Our Relationship(s)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
5
What do we need to make
this work?
A New…
RULE BOOK
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
6
CAUTION:
Raising, Teaching, Loving
a Child with a Disability is
fraught with emotionality
DUHHH…
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
7
High Emotion > Rational Thought
Don’t let your Amygdala Get in Your way
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
8
The Dance of Partnership
(Why do my feet hurt?)
• http://www.danceofpartnership.com
• Do You Hear What I Hear? Parents
and Professionals Working Together
for Children with Special Needs
by Janice Fialka and Karen C. Mikus
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
9
No Partnership without
Relationship
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
10
Health Issues
Children with Down syndrome
and Learning
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
11
What is Down syndrome?
• Down syndrome (DS), also called
Trisomy 21, is a condition in which extra
genetic material causes delays in the
way a child develops, both mentally and
physically.
• It affects about 1 in every 800 babies.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
12
What is Down syndrome?
• The physical features and medical
problems associated with Down
syndrome can vary widely from
child to child.
• While some kids with DS need a lot of
medical attention, others lead healthy
lives.
• Though Down syndrome can't be
prevented, it can be detected before a
child is born.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
13
How Down Syndrome Can
Affect the Health of Kids
• Kids with Down syndrome tend to share
certain physical features such as a flat
facial profile, an upward slant
to the eyes, small ears,
and a protruding tongue.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
14
How Down Syndrome Can
Affect the Health of Kids
• Low muscle tone (called hypotonia)
• Babies in particular may seem especially
"floppy."
• Most children with DS typically reach
developmental milestones — like sitting
up, crawling, and walking — later than
other kids.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
15
How Down Syndrome Can
Affect the Health of Kids
• At birth, kids with DS are usually of
average size but they will
grow at a slower rate
and remain smaller
than their peers.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
16
How Down Syndrome Can
Affect the Health of Kids
• For infants, low muscle tone may
contribute to sucking and feeding
problems
• As well as constipation and other
digestive issues.
• Toddlers and older kids may have delays
in speech and self-care skills like
feeding, dressing, and toilet teaching.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
17
How Down Syndrome Can
Affect the Health of Kids
• While some kids with DS have no
significant health problems, others may
experience a host of medical issues that
require extra care
• Almost half of all children born with DS
will have a congenital heart defect
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
18
How Down Syndrome Can
Affect the Health of Kids
• Kids with Down syndrome are also at an
increased risk of developing pulmonary
hypertension, a serious condition that
can lead to irreversible damage to the
lungs.
• All infants with Down syndrome should
be evaluated by a
pediatric cardiologist
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
19
How Down Syndrome Can
Affect the Health of Kids
• Approximately half of all kids with DS have problems
with hearing and vision.
• Hearing loss can be related to fluid buildup in the inner
ear or to structural problems of the ear itself.
• Vision problems commonly include amblyopia (lazy
eye), near- or farsightedness, and an increased risk of
cataracts.
» Regular evaluations by an audiologist and
an ophthalmologist are necessary to
detect and correct any problems before
they affect language and learning skills.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
20
How Down Syndrome Can
Affect the Health of Kids
• Other medical conditions that may occur more
frequently in kids with DS include thyroid
problems, intestinal abnormalities, seizure
disorders, respiratory problems, obesity, an
increased susceptibility to infection, and a
higher risk of childhood leukemia.
• Fortunately, many of these
conditions are treatable.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
21
How Down Syndrome Can
Affect Kids’ Learning
• DS affects kids' ability to learn in different
ways
• Most have mild to moderate cognitive
impairment.
• Kids with DS can and do learn
• They are capable of developing skills
throughout their lives.
• They simply reach goals at a different pace
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
22
How Down Syndrome Can
Affect Kids’ Learning
• Kids with DS have a wide range of
abilities, and there's no way to tell at
birth what they will be capable of as they
grow up.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
23
What do parents
and teachers
want for a child
with DS?
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
24
• “I want him to say my name”
• “I wish she could tell me her thoughts
and wishes”
• “I want him to play like other kids and
have friends”
• “I want her to read”
• “I want him to be successful at whatever
he wants to do in life”
• “I want him pay attention and learn in
school”
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
25
Early Intervention
•
•
•
•
•
•
Monitor health
Speech and Language Therapy
Occupational Therapy
Physical Therapy
School
Parent Education
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
26
Social –
Communication Skills
and Civil Behavior are the
foundation to future social,
emotional, cognitive, and
academic success
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
27
Adult’s communication style
is the
single most influential tool
for helping children
become more
social and communicative
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism, Asperger's
Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
28
Is your communication
style ‘possible’ for your
child with DS?
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
29
?!? Possible ?!?
What do You Mean…
“Possible” ?!?
Too much, too fast, too soon is
IMPOSSIBLE
for children with DS
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
30
Adult Communication Style with
Developmentally Delayed Children
• In regards to communication style, parents of
developmentally delayed children are less
responsive and more directive than parents of
typically developing children
• Adults speak with questions and commands
that do not allow child conversational freedom
• Children are asked to talk “too soon” without
having the social and communicative skills
needed before language
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
31
Video:
Kenny and Mom
Short Cuts
Dr. James D. MacDonald
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
32
Too much … too soon
• Shuts children with DS down
• Prohibits social and cognitive development
• Keeps children with DS from practicing sounds
that are necessary to make intelligible words
• Results in noncompliance and antisocial
behavior
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
33
Communicating Partners
• Dr. James MacDonald
• Professor Emeritus, Ohio State
University
• 30 years of research
• Multiple publications
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
34
Communicating Partners
Research
• Responsive, playful adult style is more
effective at helping children interact than a
directive approach
• This research was concurrently confirmed by
Gerald Mahoney and Powell (1988), Bruner
(1990), Girolometto, Verbay and Tannock
(1994), Kaiser and Hester (1994), Mahoney,
Finger and Powell (1985), Stern (1997),
Trevarthen et al. (1998), Wells (1986)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
35
Communicating Partners
Research
• Children have a considerable communicative life long
before they become habitual talkers
• Children with developmental disabilities do not interact
enough to develop social language
• When they do interact, life partners often behaved in
ways far above what the child could try to do
(mismatched)
• Life partners did not behave in ways that were closely
related to a child’s interests (unresponsive)
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
36
Your Child’s Developmental Goals
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
37
Supporting Child Development
A Child is Ready to Talk When:
•Plays more active than passive role with
people
•Prefers being with people than being
alone
•Plays with people
•Responds to speech
•Plays meaningfully with things
•Interacts frequently with people
•Communicates with sounds
•Communicates with movements
•Practices making many sounds by himself
•Takes turns in play
•Imitates other sounds
•Imitates others actions
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive
Relationships with Late-Talking Children including Autism, Asperger's Syndrome (ASD), Down
Syndrome, and Typical Development. Jessica Kingsley Publishers.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
38
Video:
Imitation
The first step to
communication
(Conner, Mom, and Jodie)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
39
Communication Problems
and Down syndrome
•
•
•
•
•
•
•
•
Far Too Little Interaction
Too Little Playing in the Child’s World
Too Much Stimulation
Dead End Contacts
Getting Stuck Communicating Without Words
Not Knowing What to Say
Too Much School Language
The Habit of Supporting Old and Inappropriate
Behaviors
www..jamesdmacdonald.org
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
40
Communicating Partners
Research
Adult Strategies that predict whether a child
will stay and participate:
• Responding to the child’s nonverbal
behaviors and point of interest
• Matching the child’s behavior in terms of
acting and communicating in ways the
child could try
• Playing with emotional affect and making
interaction more play than work
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
41
© 2009
Communicating Partners
Research
– Adult Strategies that predict whether a
child will stay and participate (con’t):
• Balancing the interactions and allowing
the child silent time to take his turns
• Sharing control by following the child’s
lead some of the time and taking the lead
some of the time
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
42
Video:
Waiting
Giving your child space
for him to Develop a
Communication
(Conner and Mom)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
43
Communicating Partners
Research
THE MORE A CHILD INTERACTS
WITH PERSONS
WHO ACT LIKE HIM
THE MORE
THE CHILD WILL LEARN
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism,
Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
44
Communicating Partners
Five Stages of Communicative
Development
• Interaction
• Non-Verbal Communication
• Social Language
• Conversation
• Civil Behavior
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism, Asperger's
Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
45
Communicating Partners
Parents can help children with Down syndrome give and
get a great deal in life if they are willing to do a few
simple but often difficult things:
• Play in the child’s world habitually
• Make children enjoyable play partners before they are
obedient students
• Don’t worry about school language before children
have a good vocabulary for daily natural
communication
www.jamesdmacdonald.org/
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
46
Communicating Partners
• Be very careful not to expect too little (by doing too
much for children) or to expect too much (by setting up
impossible jobs
• Pay more attention to positive little steps than to things
you may think are mistakes
• Act and communicate in ways children can do
(matching)
• Interact back and forth throughout the day
• Be sure children are giving to you as much as you are
giving to them
www.jamesdmacdonald.org/
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
47
Teaching Strategy:
Sensitive Responding
• Responding involves “replying
immediately to you child‘s movements,
sounds or words even the most subtle
behaviors, with your own movements,
facial expressions, sounds or words.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
48
Teaching Strategy:
Sensitive Responding
• When the child does something,
immediately do something in response.
• He will tend to do more of the things you
respond to and less of the things you do
not respond to.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
49
Teaching Strategy:
Balancing
• Balancing means taking about as many
turns as your child, and turns that are
about as long as your child’s turns.
• Balancing requires active and silent
waiting for your child to take a turn, and
also shortening then length of your turns.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
50
Teaching Strategy:
Balancing
• As you begin to do a little less, your child
will do a little more by gradually
increasing his number of turns in an
interaction.
• The less you do …
the more your child will do
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
51
Teaching Strategy:
Matching
• Matching is about being
“developmentally possible” for your child.
• Matching involves doing actions your
child can do and using sounds and
words your child can say.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
52
Teaching Strategy:
Matching
• To help your child learn new actions, sounds and
words, try “progressive matching”: do what he is doing
or make sounds like the ones he is making then after a
few times turn taking show a next possible step (+1).
• Add another step or a new idea to an action sequence.
Expand language in small steps by translating sounds
into words or by expanding a one-word statement into
two words. Add to whatever your child is currently
doing in order to help him take a next step.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism, Asperger's Syndrome
(ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
53
Video:
Matching - Turn taking
(Conner and Mom)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
54
Teaching Strategy:
Sharing Control
• Sharing control means that both you and your child
make choices and lead the interaction about half the
time.
• Neither partner dominates all the activities, decisions
or conversation.
• If your child tends to be passive or does little when you
are together, you need to give him more control by
waiting silently and letting him to initiate or choose
what to do next.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
55
© 2009
Teaching Strategy:
Sharing Control
• If your child tends to dominate the activity or
conversation, you need to take more control
for yourself.
• How? ...gentle insistence, by being so much
fun, he can’t resist you.
• Use slapstick humor, schmooze, tease, cajole.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
56
Teaching Strategy:
Being Emotionally Playful
• Being affirming involves letting the child see
that you enjoy and value your time with him.
• It often means being playful, light-hearted and
even silly.
• Playful and affirming partners feel relaxed
together, have fun together, and know that
their actions are “good enough” and won’t be
judged or criticized.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including
Autism, Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
57
Teaching Strategy:
Being Emotionally Playful
• However, being affirming does not mean
allowing the child to do anything he wants.
• The goal is to be affirming while maintaining
clear limits about unsafe or unacceptable
behavior.
MacDonald, J. D. (2004). Communicating Partners: 30 Years of Building Responsive Relationships with Late-Talking Children including Autism,
Asperger's Syndrome (ASD), Down Syndrome, and Typical Development. Jessica Kingsley Publishers.
MacDonald, J. & Stoika, P. (2007). Play to Talk: A Practical Guide to Help Your Late Talking Child Join Conversation. Madison: WI:
Kiddo Publishing.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
58
Video:
Playful Responding:
Imitation is the sincerest
form of flattery
(Conner, Jodie, and Mom)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
59
Early Literacy Skills,
School Supports and
Strategies
• Inclusion practices
• Using visual supports
• Behavioral Strategies: Beyond a System
of Reward
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
60
Literacy
• An interaction between listening,
speaking, reading, and writing
• Each is an important function of the other
• A child from a ‘literate home’ is exposed
to over 1,000 hours of informal reading
and writing encounters before entering
school
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
61
Literacy Methods
•
•
•
•
Develops vocabulary
Improves expressive language
Teaches visual and auditory attention
Teaches higher language skills, rhyming,
prediction`
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
62
General Guidelines for
Teaching Reading
1. Introduce reading before speech
– Environmental print helps with development
of symbol awareness
• Cut pictures and words from food products, toys,
games create books
• Pictures of people and places
• Becomes a system of communication
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
63
General Guidelines for
Teaching Reading
2. Read books with predictable themes
3. Reading stories to gain meaning,
scaffold responses to model prediction
and understanding
4. Kids are more likely to read a story they
have heard before
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
64
General Guidelines for
Teaching Reading
5. Begin to introduce words from a wholeword, sight reading approach
6. Introduce 2-word combinations after he
has acquired 50 words or more
7. First words should be highly functional,
such as, child’s name, mom, dad,
favorite food item, toys, etc
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
65
General Guidelines for
Teaching Literacy
8. Use errorless teaching methods to
reduce frustration and establish selfconfidence
9. Use combination of direct learning and
rehearsal for establishment of academic
skills and generalization
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
66
Literacy resources
• Buckley, S. (1995). Teaching children with
Down Syndrome to read and write. In L. Nadel
& D. Rosenthal (Eds.), Down syndrome: Living
and learning in the community. (pp. 158-168).
NY: John Wiley & Sons.
• Oelwein, P. (1995). Teaching reading to
children with Down Syndrome: A guide for
parent and teachers. Bethesda, MD:
Woodbine House.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
67
Inclusion is…
• An educational process by which all students,
including those with disabilities, are educated
together for the majority of the day
• With sufficient support, students participate in
age-appropriate, general education programs
in their neighborhood school
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
68
Inclusion implies…
• Every person has an inherent right to
fully participate in society
• Acceptance of differences
• When effectively implemented, has
academic and social benefits for all
students
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
69
Benefits of Inclusion
• Friendships develop
• Non-disabled students are more
appreciative of differences
• Students with disabilities are more
motivated
• Acceptance of diversity extends to home,
workplace, and community
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
70
Inclusion is not
• Simply assigning an adult-helper to a
student with a disability and having them
physically present in a classroom of
same-aged peers
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
71
Successful Inclusion
Practices Require
• A full commitment and understanding of
Inclusion by school administration
• High-quality intensive professional
development and support
• Refocused use of assessment
• Collaborative teaching models
• Planning time for academic/therapeutic
teams
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
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Successful Inclusion
Practices Require
•
•
•
•
Differentiated instruction
Creativity, patience, willingness to fail
Access to assistive technology
A reliable form of communication for:
– The student
– Within the school team
– Between school and home
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Successful Inclusion
Practices Require
• Whenever possible, delivery of special
education and related services within the
general education classroom
• A strengthened role of parents to participate in
their child’s education
• Engagement, understanding, and involvement
of typically developing peers and their families
• Natural support systems are cultivated and
used to benefit the learning community
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Successful Inclusion
Practices Require
• IEP goals that:
– Address communication, academic, behavioral,
independence, and social goals
– Are integrated into the activities of the classroom
– A Planning Matrix can assist the IEP team in
demonstrating this
– Therapeutic interventions are authentic, meaningful
and attend to the developmental needs of the child
Source: National Down Syndrome Society: Inclusion
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Successful Curriculum
Improving Cognitive Development
– Feuerstein’s Instrumental Enrichment
• Multi-sensory approaches
– Touch Math
– Phonemic awareness/Comprehension
• Orton-Gillingham
• Association Method
• Fast ForWord (www.scientificlearning.com)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Successful Inclusion
Practices Require
Resource: www.nami.org
“IEP and Inclusion Tips for Parents and
Teachers”
By: Anne I. Eason, Attorney-at-Law &
Kathleen Whitbread, Ph.D.
www.Wrightslaw.com
Laurie A. Lundblad -www.BridgesTherapy.com
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Putting it all together:
Addressing Behavior
• When does IT happen?
• Consider the reason:
–
–
–
–
Too much, too soon?
Boring, repetitious?
Child’s communication skills?
Emotion
• Sad, mad, scared
– How have you reinforced the behavior?
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
Addressing Behavior
• Engineer the class with visual supports
• Helps with transitions and behavior
• Use support strategies:
– www.Usevisualschedules.com
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
Addressing Behavior
• Use support strategies:
– Social Stories: www.thegraycenter.org
– Prepares the child and teaches alternative
responses
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
Addressing Behavior
• Use support strategies:
– Teach the language of emotion:
Cognitive Affective Training (CAT) : Dr. Tony Attwood
• visual, interactive, and customizable communication
elements
• designed to help students become aware of how their
thoughts, feelings and actions all interact
• the process of using the various visual components, they
share their insights with others.
• It is an easy and effective way to work with neurotypical
children and young adults as well as with people with
developmental disabilities.
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
Addressing Behavior
• Use support strategies:
– Cultivate peer friendships
•
•
•
•
Phone buddies
Lunch buddies
Circle of Friends
In class helpers
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
Addressing Behavior
• Use support strategies:
– Assistive and augmentative technology
– Research shows that if a child is not a
proficient writer by third grade, she would
benefit from a written output solution
– www.handwriting-solutions.com
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
Addressing Behavior
• Use support strategies:
– Promote Independence
– Once a child understands what is expected
of him, rely on the developmental task of
“industry” to motivate accomplishments
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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Putting it all together:
• Rely on Partnerships and Relationships
• Honor the developmental needs of the
child
• Sift through school tasks and only ask for
the “golden nuggets”
• Make a good plan and stick to it until it
works! (SWAW)
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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For More Information about Supporting
Students with Disabilities in Schools
or other services
at Building Bridges Therapy Center:
(Plymouth - Ann Arbor - Waterford)
Please contact
Dr. Laurie Lundblad
Building Bridges Therapy Center
734.454.0866
Laurie A. Lundblad -www.BridgesTherapy.com
© 2009
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