Down Syndrome
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• Social Behavioural
How does he/she interact with other people
(adults/peers)?
There is evidence to support the view that
kids with Down syndrome tend to have
positive personalities and to be happy, kind,
and social, but there is still a range of
individual differences (1)
• Communication (syntax ,phonology, morphemes, semantics, pragmatics)
Due to the shape of the ear canal and the overall ear of children with
Down syndrome, they often have difficulties with their hearing this
proposes many problems within their learning. Using visual cue to indicate
activities that are performed everyday often help the student to recognise
what is expected of they and also serves as a reminder. The student will
also benefit for the modelling of the teacher if the teacher is able to
physically demonstrate correct behaviour or perhaps what they require
the student to do they is often a bigger chance of the students completing
it correctly
Students with Down syndrome also have difficulty with their articulation.
Due to the typical physical characteristic of their tongue being abnormally
thick and longer than the average person their ability of pronunciation and
articulation is often affected. One of the best strategies to apply to this is
to accept both verbal and non-verbal form of communication within the
classroom. This allows the students to express what they have learnt but
at the same time does not limit because of their difficulties in being able
to say what they understand. However in some cases the student would
most benefit from speech or language intervention at an early age
Students may also require intense phonological instruction to improve
their ability to discriminate between sounds and to improve their ability to
speak with clarity
• Sensory
How different senses can affect kids (eg
sounds/lights)
A child with Down syndrome can have a wide
range of problems with sensory issues. Often
a child will have many different tactility issues.
The skin surface can be too sensitive or not
sensitive enough. The child may not sense
pain properly (2).
•
Physical (Fine Motor Skills eg holding a pencil, Gross Motor Skills eg running/jumping,
Balance/coordination)
-Down syndrome is associated with a high prevalence of cardiac, gastrointestinal, immunological,
respiratory, sensory, and orthopaedic anomalies (2).
-One of the most important issues that must be addressed with a child with Down Syndrome is that
of low muscle tone. This can be seen in the child with floppy joints, slow development in mobility
(crawling/walking) and generally weak muscles. It is important that proper developmental steps are
followed and at the appropriate time. With appropriate stimulation, weak areas can be improved
and corrected and normal structure and function can be achieved. (2).
-Mouth breathing desensitizes and thickens the tongue, resulting in oral motor problems with
speech and eating.(2)
-Because of the tendency towards congestion, special attention should be paid to the hearing.
Chronic congestion may result in fluid in the ears that can severely retard development of the
auditory pathways to the brain. If a child cannot hear well they cannot develop good speech. (2)
-Research indicates that the pattern of motor skill development for individuals with Down
syndrome is largely one of delay rather than difference, although attention needs to be given to
developing strength and balance, and that they learn most effectively visually, from imitating a
model, rather that verbal instruction. (3)
-Balance seems to be a particular difficulty relative to progress in general coordination and muscle
strength (3)
•
Cognitive/Intellectual
Students with Down syndrome often have difficulties with their memory. Students with Down
syndrome can often manage and maintain their short term memory but do not have the ability to
remember things over a long period of time.
Ø By breaking tasks into smaller steps it is easier for students with Down syndrome to understand
and remember what they are required to do. By providing smaller chunks of information for
students with down syndrome the teacher is not only able to deliver the appropriate material it
also assists them in determining what their students are actually comprehending.
Ø Due to their ability to remember relatively recent thing prior knowledge should be the basis of
every lesson. By tapping into their prior knowledge and also allowing the other students to express
what they have already learnt the student may be able to recollect what they have already learnt
and progress in the lesson with the other students in the class. Also by providing step by step
quality instruction at every stage of the lesson students with down syndrome may show more
ability to complete set activities than if all instruction was presented at the initiation of the class.
Ø Students with Down syndrome also often have a problem their attention span within the
classroom. By removing distraction and limiting the amount of written information on handouts
students ability to remain on task may be increased.
Ø Also by using authentic situations and concrete hands on material students may be able to
complete lesson with little to no interruptions and distractions.
• Literacy (recognises letters, phonics connecting letters
sounds reading, sequencing of numbers)
-Most kids with Down syndrome acquire literacy skills
although a great deal of variability exists in the level of
achievement obtained (4). Sight word recognition skills
are generally considered a relative strength of children
with DS, whereas decoding novel words and reading
comprehension are often areas of weakness.(4).
Buckley and colleagues argued that students with DS
progress to alphabetic or phonological reading
strategies but do so much later than typically
developing children and only once they have acquired
a substantial sight vocabulary (4).
• Numeracy
-Typically, the achievements of individuals with Down Syndrome in
number are at a lower level than their achievements in literacy (7)
-Children with Down Syndrome follow similar stages of progression as
typically developing children, although often with more steps and practice
needed at each stage (8)
-Students with Down Syndrome find arithmetic the most challenging
subject, such as questions as ‘If Jane has 8 Apples...’ etc. These questions
are hard because they involve remembering and manipulating numerals,
words and symbols in the mind and on paper while moving towards a
solution (9)
- Much literature have stated that most individuals with Down syndrome
do not progress beyond the intellectual capabilities of a normal developing
six to eight year old (Kliewer 1993). However, always strive to move the
child progressively along the learning continuum, never assume the child
isn't capable (10)
Literacy
Numeracy
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Use different entry points for learning aesthetic (focusing on the sensory features
of the topic or concept) and experiential
(using a hands-on approach where student
deals directly with the materials that
represent the concept or topic) (6).
Cognitive
Intellectual
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Physical
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Sensory
Communication
Pair student with complementary students when
doing partner work (5)
Social/
Behavioural
Teaching and
Management Strategy
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Use visual aids, vocabulary charts and picture
prompts for organisation (11)
Frequently check students understanding of
instructions (11)
Before deciding to give alternate activities , try
some simple adjustments, for example
simplifying text or making task demands more
explicit (12)
Encourage student to engage in conversations
(in group work, sharing news, answering
questions) to improve speech clarity and length
of sentences(12)
Speak clearly and reduce background noise (12)
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Improve student’s articulation and phonology
by getting then to practice single speech sounds
and practice whole word and sentence
production (12)
Play memory games to improve student’s
auditory short term memory (12)
Give student explicit instructions of what is
expected of class members in regards to class
rules. Student must put his/her hand up if they
are unsure of instructions. Student has a book
with questions that they may use if having
trouble articulating needs. They may use this if
necessary and point to the question (13)
Use meaningful authentic maths activities not
just textbooks and worksheets. Relate maths to
things student may need in life such as going to
the canteen (14)
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Use peer tutors (14)
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Student’s desk is positioned at the front of the
room and he has a specific place to sit at the
front for floor activities
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Praise (14)
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If student misbehaves calmly point out what
behaviour was or was not appropriate and what
the consequences are
Incorporate student’s interests (where possible)
into learning activities
Provide alternate peer supported activities if
student has to rest after physical activity (6)
Encourage student to attempt tasks in small
manageable chunks. He may need help
organising how to complete a task(6)
Allow student to use a computer to attempt
writing activities and draw pictures to answer
questions (6)
Explain tasks in several different waysdemonstrations, oral instructions and written
instructions (6)
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Student completes homework every week. This
keeps his parents informed of his progress and
provides extra practice with basic concepts (14)
Incorporate student’s interests (where possible)
into learning activities
Encourage student to attempt tasks in small
manageable chunks. He may need help
organising how to complete a task (6)
Allow student to use a computer to attempt
writing activities and draw pictures to answer
questions (6)
Explain tasks in several different waysdemonstrations, oral instructions and written
instructions (6)
Cognitive
Intellectual
Literacy
Numeracy
x
Physical
x
Sensory
Communication
Use visual aids, vocabulary charts and picture
prompts for organisation (11)
Play memory games to improve Jas’s auditory
short term memory (12)
Student has a book with questions that he/she
may use if he is having trouble articulating their
needs. They may use this if necessary and point
to the question (13)
Use meaningful authentic maths activities not
just textbooks and worksheets. Relate maths to
things Jas may need in life such as going to the
canteen (14)
Use peer tutors (14)
Social/
Behavioural
Teaching
Resources
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References
(1)Skallerup, S.J. (Ed.). (2008). Babies with Down Syndrome: A new
parent’s guide. Bethesda:Woodbine House
(2)Bittles, A.H., Bower, C. Hussain, R. & Glasson, E.J. (2007). The four ages
of Down syndrome. The European Journal of Public Health, 17(2),221225.
(3)Downsed International. (2010). Discovering potential, transforming
lives. Retrieved from http://www.downsed.org/en/gb/default.aspx
(4) Goetz, K., Hulme, C., Brigstocke, S., Carroll, J.M., Nasir, L.& Snowling,
M.(2008) Training reading and phoneme awareness skills in children with
Down syndrome. Reading and Writing, 21, 395-412.
(5) New South Wales Department of Education and Training.
(n.d). Students with disabilities in normal regular classes. Retrieved
March 26, 2010 fromhttps://www.det.nsw.edu.au/
(6) Craddock, A., Giorcelli, L., Smith, S. (2007). Students with disabilities in
mainstream classrooms. Commonwealth of Australia:Canberra.
[7] Buckley, Sue. (2001). Down Syndrome: Reading and Writing for
Individuals with Down Syndrome-An Overview. Retrieved
23/03/2010 fromhttp://www.downsyndrome.org/information/reading/overview/
[8] Buckley, Sue. (2001). Down Syndrome: Reading and Writing for
Individuals with Down Syndrome-An Overview. Retrieved
23/03/2010 fromhttp://www.downsyndrome.org/information/reading/overview/
[9] Rynders, John. (2005). Down Syndrome: Literacy and
Socialization in School. Focus on Exceptional Children, 38(1), 1-12.
Retrieved April 9, 2010, from Academic Research Library.
(Document ID: 1127681481). PAGE 6
[10] http://specialed.about.com/od/disabilities/a/downs.htm Retrieve
d 08/04/10
(11)New South Wales Department of Education and Training.
(n.d). Students with disabilities in normal regular
classes. Retrieved March 26, 2010
from https://www.det.nsw.edu.au/(12)Craddock, A., Giorcelli,
L., Smith, S. (2007). Students with disabilities in mainstream
classrooms.Commonwealth of Australia:Canberra.
(12)Down Syndrome Online. (2010). Speech, language and
communication for individuals with Down syndrome-An
overview. Retrieved March 26, 2010 from http://www.downsyndrome.org/information/language/overview/(13)) Down
Syndrome WA. (2009). Behaviour Management. Retrieved
March 26, 2010 from http://dsawa.asn.au/children/behaviourmanagement.html
(14) Wolpert, G. (2001). What general educators have to say
about successfully including students with Down Syndrome
into their class. Journal of Research in Childhood
Education, 16(1), 28-40.