What IsDown Syndrome

Before we start one extremely important thing to remember!

The language a society uses to refer to persons with disabilities
shapes its beliefs and ideas about them. Words are powerful; Old,
inaccurate, and inappropriate descriptors perpetuate negative
stereotypes and attitudinal barriers.
When we describe people by their labels of medical diagnoses, we
devalue and disrespect them as individuals. In contrast, using
thoughtful terminology can foster positive attitudes about persons
with disabilities. One of the major improvements in communicating
with and about people with disabilities is "People-First Language.
People-First Language emphasises the person, not the disability. By
placing the person first, the disability is no longer the primary,
defining characteristic of an individual, but one of several aspects
of the whole person. People-First Language is an objective way of
acknowledging, communicating, and reporting on disabilities. It
eliminates generalisations and stereotypes, by focusing on the
person rather than the disability.

Down syndrome (or Down's syndrome) is a chromosomal

disorder caused by an error in cell division that results
in an extra 21st chromosome. The condition leads to
impairments in both cognitive ability and physical growth
that range from mild to moderate developmental
disabilities.
In Other Words

There are normally 46 chromosomes in each cell,

23 inherited from your mother and 23 from your
father. When some or all of a person's cells have
an extra full or partial copy of chromosome 21, the
result is Down syndrome.

The Extra 21st Chromosome Causes Metabolic

Imbalance
This causes problem of

Deletion
Deletion
Deletion
Deletion
system

of
of
of
of

anti-oxidants .
amino acids
digestive enzymes and
many other essential nutrients in their

These deletion can cause differences in the:

Metabolism
Growth
General health

Developmental patterns
The three chromosome 21 produces one and a half times
as much of the enzyme superoxide dismutase sod1 as
normal.
Sod1 is the antioxidant that is encoded on the lower arm

In simple words it means that :

Children with Down syndrome usually learn
and progress more slowly than most other
children, therefore their development tends
to be delayed in relation to chronological
age.
However, not all areas of development are
equally affected. There is a specific pattern of
cognitive and behavioural features that are
observed among children with Down syndrome
that differs from that seen in typically
developing children and children with other
causes of intellectual disability

Some Perceived Characteristics of Children

With Down Syndrome
Trust everyone, imitate, get hyper and
sometimes act stubborn

Reasons for a child with Down Syndrome being stubborn

Some of it arises out of a limited understanding of

what is expected of them. Difficulties in
communication as speech comes much later. Due
to the nature of the childs mental process which
does not permit rapid changes from one conscious
activity to another. One must gauge whether
obstinacy is natural or deliberate pertaining to the
situation.

More in tune with emotions than logic:

In the research it has been found that complex
process of thought and reasoning are the last
to develop and the slowest in the child with
Down Syndrome.
The older parts of the brain, those that
govern vital bodily functions and those
connected with feeling and emotion are
more advanced than those governing
conscious thought and reasoning.
Characteristics like affection, sympathy
and sensitivity to moods of others are
related to basic emotions rather than

Also
Most children with Down syndrome are very
sensitive to other peoples attitude towards
them and shy away from people who they feel,
are indifferent towards them.
They are comparatively well behaved and
generally do not exhibit severe anti-social
activities such as violence, hitting others or
destruction.
It has also been well documented that a child
with DS would never hit unprovoked.

Aarshia, just like other children with Down syndrome has particular strengths
and weaknesses associated with her learning development :
She is a visual learner.
She loves unconditionally.
She loves to be the centre of attention.
Her social and emotional intelligence is very high. She understands a
lot more than she can say.
She is able to follow classroom rules and routines.
She will need help to remember instructions eg shorter phrases or
visual clues.
Teacher expectations of behaviour, attitude and ability need to remain high

Limitations

Expressive language, grammar and speech clarity

Children with Down syndrome show specific delays in

learning to use spoken language relative to their nonverbal understanding. Almost every child will have
expressive language that is delayed relative to their
language comprehension.

The gap between the childrens understanding and

their ability to express themselves is a cause of
much frustration and can sometimes lead to
behavioural problems.

It can also result in the childrens cognitive abilities

being underestimated. Language delay also leads to

Verbal short-term memory

The ability of children with Down syndrome

to hold and process verbal information is not
as good as their ability to hold and process
visual information.
Studies suggest that the processing and
recall of spoken information is improved
when it is supported by relevant picture
material. This information has led to
educators stressing the importance of using
visual supports including pictures, signs and
print when teaching children with Down
syndrome as this approach makes full use of

Make it visual!

Teaching To Read

Teaching reading
Almost all children with Down syndrome are
capable of reaching a level of reading achievement
that will be functionally useful if we, their parents
and teachers, believe that this is possible and
steadily help them to progress.
-Sue Buckley, Director
Down Syndrome Education International, UK

Why does a child read?

Why do we read?

To prove we can decode?

Or
do we all read for content?
The only purpose of reading is to
understand the content.

Courtesy: specialreads.com

Why do SIGHT WORDS come

first for children with DS?
Learners with Down Syndrome may have:
Poor short term
memory
Poor auditory memory
Fluctuating hearing loss throughout life
Deficits in auditory processing, which
impact phonological awareness:
difficulty in discriminating
sounds, blending sounds, and
Keeping the order of sounds in
short term memory

Courtesy: specialreads.com

Understanding The Visual Pathway

As It Relates To Learning To Read
Its a jungle out there.
So how do we mature the visual
pathway?
We also need to know that
Reading
is a very complex
1.Visual perception
process
it involves:
2.Visual as
recognition
3.Mental association
4.Solidification of the
recognition with the
association
5.Retention
6.Goal: automatic
recognition, or
Orthographic Reading
Courtesy: specialreads.com

Maturing the
Visual Pathway
is a Practiced
Process.

Reading is a brain function.

Spelling is a set of rules.
-Glenn Doman

It is also important to know that

Phonics is a set of rules.

which might or might not work for our children.

If Possible, books without

too much visual clutter and with
big font size should be used. They
are easy for the brain to read!

Such Texts are difficult to read!

Another Great Resource

From the book Teach Your Child to

Read in 100 Easy Lessons

Our children will learn better if

Decoding is not the focus of reading.
Phonics is not the focus of reading.
Instead
Interest is the focus.
Content is the focus.
When we read for content, comprehension follows.
Courtesy: specialreads.com

Some Comprehension Techniques That Can Be Followed For Our Children

Comprehension Techniques

Courtesy: specialreads.com

Errorless Learning
One fascinating tip that all of you may like to know
and use is that children with
Down syndrome
including Aarshia are very SENSITIVE TO FAILURE.
If they sense they will not be able to do something
correctly.
A lot of times she simply refuses to do if she feels
she would not be able to do a task. You may present
a task to her, which she may avoid or would not show
interest. This may think its just a behaviour, but it
may also be her way of trying to get out of doing
the task as she may sense that she wouldnt be able
to do it.
A way around this is to use errorless learning. In
other words, build her confidence or give her
ridiculously easy choices so she can get it right.

As Of Today
As of today, Aarshia can read grade 1 books
and book like Peppa, Bruno, pepper,
comfortably. She can answer what who and
where questions.
She can copy comfortably from the board but
may take a little longer than others.
Also her writing has improved greatly in last
year and she is writing within lines now.

Teaching Numbers

 Typically, the achievements of individuals with Down

syndrome in numbers are at a lower level than their
achievements in literacy.
Most children with Down syndrome struggle
with basic number skills and their number skills
are typically some 2 years behind their reading
skills
However, there is a wide range of progress
and while some children find number
difficult, other children with Down syndrome
enjoy mathematics.
Research findings indicate that good teaching,
using their visual learning strengths promotes
learning and that children with Down syndrome
follow the same stages of progression as
typically developing children, although often
with more steps and practice needed at each

As of today, Aarshia knows her counting till 50 and is

proficient till 20.
She can rote count till 50 and recognise till 100.
She can do two digits addition without carry over.
She uses touch math for addition.

She can also do subtraction of single digit sums using her finger

Implications andStrategies

Hearing
Specific Learning Difficulties

Implications

Strategies

Frequent colds,
upper respiratory
infections and small
ear canals resulting
in impacted

Delayed speech
and language
development.
When the hearing
is affected the
student will not
hear well in the
classroom
situation.

By making her sit

close to the teacher
(i.e. close to the
speaker) and by
making sure that she
is not getting any
bright light in her eyes
from a window.

wax,can cause
varying degrees of
temporary or
permanent hearing
loss.

Hyperacusis, ie.
over-sensitive to
loud noises. Aarshia
is also very sensitive
to loud noices.

Inconsistent
responses to
instructions
from day to day

Give short instructions

possibly facing her.

Use language
appropriate to her
She places her hands
level of
over ears or want to
development.
withdraw from
situations where there
is a lot of loud noise,

Gross Motor Skills

Specific Learning Difficulties Implications

Varying degrees
of poor muscle
tone.
Poor motor
planning.
She is 'flat'
footed.

Strategies

Should be
encouraged to
She is floppy and
participate in
loose jointed.
physical activity
along with his/her
Difficulties with coordination and gait. peers.

Aarshia may have

difficulty keeping
up with her class
when
walking/jogging is
required.

She may need to

be taught how to
access playground
equipment.
Verbal and
physical guidance
will assist her to
gain confidence.
Model or "talk" her
through the
problem.
Allow her to rest
when and where it

Speech
Due to the broad range of physical characteristics and intellectual
abilities, students with Down syndrome may display varying degrees of
intelligibleImplications
speech.
Strategies

Aarshia may not be able If a she is not being understood,

to indicate his/her
please ask her to , "Show you.
personal needs. ( Now she
Aarshia is learning to talk and
can talk using 3-4 word
sentences however there
would
is a clarity issue)
try to talk in her limited sometimes
incomprehensible language. A little
She may show frustration motivation goes a long way for her.
associated with the
inability to communicate. Encourage her to use social
greetings and manners, eg.
She may use gesture as a Good Morning", "Help me" and
form of
expression.
"Please"...and to communicate
at routine times, eg. at lunch.

Guide the other students to wait

for her to respond and

Speech
Implications

Short-term memory means that

Aarshia has difficulty retaining
instructions and may keep
forgetting them.

Strategie
s

She may be unable to

retain multiple
instructions.

Due to constant hearing loss

and poor listening skills she
may elicit only parts of what
has been said.

She may have difficulty

understanding the general
level of language used in the
classroom.

She has limited, expressive

language structures, eg. 3-4
word sentences.

Give instructions in small

stages, eg...."Get the book" ...
wait for the student to carry
out the instruction, then ... "Go
to the table". ( though she is
getting better at multiple
instructions now)
It may be necessary to
model what is required.

Encourage the other students to

talk with her.
If you can, please spend five
minutes each day talking with
her.

Make the most of special

occasions to elicit language,
eg. birthdays. prayer time

Behaviour
Aarshia should be expected to conform to classroom and
school rules the same as her peers.
Strategy
Implications

She may throw tantrums or

be stubborn due to
developmental immaturity.
She may take longer to
learn the classroom and
school routines, ie.
returning to the class when
the bell goes.

She may get over excited.

She sometimes may have
task avoidance behaviours.

Dont give up.

Routines may need to be reestablished at the beginning
of each term.
Rules will need to be explained
individually when on excursions.
Behaviour management will
require a time commitment
above what might normally be
expected.
She might not be understanding
what is required from her.

Specific Learning Difficulties

As with all students, Aarshia has strengths and weaknesses in
various areas.
In some curriculum areas, She may be able to do the same work
as the rest of the class.
InSpecific
other
areas,
She may
have some specificStrategies
learning difficulties
Implications
Learning
Difficulties
and require a more structured teaching approach.
She may have
difficulty in
generalising the
skills taught.

A lot of times she is

able to carry out a
task at home, but
may not be able to
do so in the
classroom.

Teaching the same

skill in a variety of
situations,
eg. She may be able
to draw a face in art
lesson, but may not be
able to do this in a
different lesson.
Communication
between
all personnel
involved in her
teaching will ensure
consistent
expectations.

Intelligence Have Dimensions Too!

Some More Strategies

Attack the heart! Sympathise, listen, be honest
and real.
Sometimes Negotiation works with her. ( You and I
would not go to
work if we werent getting
something for it?) so sometimes getting
something at the end of a work well done drives
Aarshia.
Dont give rewards before the compliance is
complete.
Be consistent. She will learn to comply.
Sandwich Method: ( immensely helpful in
transitions)
A: Ill give you what you want if
B: You give me what I want.

What are Aarshias and my expectations from the school?

Everybody is a genius, but if you judge

a fish by its ability to climb a tree, it
will live its whole life believing that it
is stupid Albert Einstein.
Take it slow.
Be patient.
Dont compare. Everyone is different and
will remain so!
She wants what everyone wants.
Acceptance!
Be the Nurse not the Doctor.
Your words will go a long way in
sensitising other children, please choose
them carefully.

Believe in Justice!

You Are The Chosen One!

If God was talking to you, he wouldve said the exact
same thing
You need a sign. What better one could I give than to
make this little one whole and new? I could do it, but I will
not. I am the Lord and not a conjurer. I gave this mite a gift
I denied to all of you-Eternal innocence.
To you she look imperfect-but to me she is flawless, like
the bud that dies unopened or the fledgling that falls
from the nest to be devoured by the ants. She will never
pervert or destroy the work of my fathers hands. She is
necessary to you.
She will evoke the kindness that will keep you human. Her
infirmity will prompt you to gratitude for your own good
fortune. More! She will remind you every day that I am who
I am, that my ways are not yours, and that the smallest
dust mote whirled in darkest space does not fall out of my
hand. I have chosen you. You have not chosen me. This

Thank