Down Syndrome

Kori Herner
Psychosocial Dimension

• Build a relationship with Esme’s parents and communicate with them

asking for feedback on the nature of the classroom management.

• Create an environment of mutual respect.

• Create a supportive, safe learning environment in which students can learn

without fear of being ridiculed or threatened.
Psychosocial Dimension

• Meet with Esme’s parents several times through out the year to discuss
Esme’s progress, goals, and achievements.

• Communicate with all students clearly and effectively – show that I am

sensitive to their needs and concerns

• Involve social stories to teach social skills

Procedural Dimension

• Establish rules and guidelines first day of school so the students

understand what is expected of them

• Involve the students in rule development to make them feel like a

community and that their opinions matter

• Teach the rules through modelling and practice and state them in a positive
way
Procedural Dimension

• Discuss specific consequences if rules are violated – all students treated

fairly

• Provide a visual for Esme of the rules and routines of the class

• Positive reinforcement to encourage rule compliance?

• Review rules on regular basis

Physical Dimension

• Place Esme desk towards the front to monitor her behaviour because
when she is unsupervised she tend to get off task.

• Place Esme’s desk away from things that will distract her

• Make sure Esme’s desk is at the right height for her

• Have desks arranged in rows facing the front & in pairs to allow
students to work together
Physical Dimension

• Smart board/ computers to provide differentiated instruction to students

(visuals, videos)

• Have rules posted at the front of the class for all students to see

• Desk at the front facing the class

• Label students desks and stuff around the room to help with Esme's
reading
Behavioural Dimension

• Create a rewards program for completing assigned work or tasks to encourage motivation Ex: Time to
play with her shopkins/ color pictures.

• Start of the year go over what positive behaviour and negative behaviour are, provide a visual to help
Esme and other students to understand

• If a child in the class is misbehaving, give them a time out so they understand their behaviour is not
acceptable

• Provide Esme a visual of social gesture and discuss social boundaries

• Avoid pubic ridicule and talk to student in private if misbehaving

Instructional Dimension

 Establish a beginning of day routine & clearly state your

expectations for students behaviour

 Provide direct instruction in short periods of time along with

smaller chucks of activities to help support learning

 Visual demonstrations, pictures and illustrations

 Group students with Esme who would help her the best when
working on group work
Instructional Dimension

 Use short sentences when giving instruction

 To help with Esme’s writing incorporate copy cover compare activities

 Allow time for Esme to think and answer questions

 With speaking Esme should use Finger cuing to slow down when speaking

 In Language arts, pair pictures with words for Esme, but apply stimulus fading

 In math, teach Esme memory techniques

Organizational Dimension

• Establish classroom routine and have the schedule posted on desks, have
Esme’s schedule modified to have visuals attached

• Document Esme's daily Behaviour, strengths and what she needs to work on

• Have weekly meetings/conversations with Esme’s parents to discuss her

actions and how to improve

• Label objects around the classroom: help with Esme’s reading

Organizational Dimension

• Meet with Educational Assistant to discuss Esme's progress &

behaviour

• Work in collaboration with speech therapists to improve Esme’s

speech.

• Establish a good working relationship with support personal

References

Greater St. Louis, D. S. (2014). What Students With Down Syndrome Want Teachers To Know.
Retrieved from http://dsagsl.org/wp-content/uploads/2014/09/Paraprofessional-Powerpoint-
20141.pdf

Michigan, D. S. (2014). Supporting the Student with Down Syndrome in Your Classroom.
Education Manual. Retrieved from https://dsawm.org/wp-content/uploads/2014/05/2014-
Educator-Manual.pdf

Smith, T. E. C., Polloway, E. A., Patton, J. R., Dowdy, C. A., Heath, N., and McIntyre, L. J.
(2006). Teaching Students with Special Needs in Inclusive Settings, Fifth Canadian Edition.
Pearson: Toronto, Ontario. ISBN: i9780134396941

Society, C. D. (2000). A guide to include education for students with Down Syndrome.
Retrieved from http://cdss.ca/wp-content/uploads/2016/06/CDSS-Educator-Package-
English.pdf