Introduction to Down's Syndrome for Schools

• Ideal to have multiple TA’s
• TA is the ‘bridge builder’
• Resource maker
• Help teacher differentiate & evaluate child

Remember the intensity of learning with support staff is much greater than for unsupported students!

Role of the TA

Behaviour

• Consider the task demands
• Give child a time out option eg. Sensory toy etc
• Reward behaviour constantly but in line with school’s main reward scheme
• Any sanctions need to be immediate

- check that required behaviour is understood

• Use social stories to illustrate desired behaviour
• Use emotional withdrawal technique when appropriate
• Use ABC charts to determine why behaviour occurs

- all behaviour is a form of communication

• Encourage age appropriate behaviour
• Don’t speak for the child
• Don’t rephrase the question
• Make everything visual
• Allow time for responses, both verbal & physical
• Assess all the demands of the task – physical & mental
• Plan tasks such that the child can succeed
• Be consistent

Learning Profile

Session Aims:

• To provide an overview of the typical profile of a child with Down’s Syndrome

• Highlight some practical ideas to promote learning in a school environment

• Different style of learning -not merely delayed
• Not intuitive learners -need to be taught most everything
• Cannot transfer skills easily
• Strong visual learners -this can compensate for poor verbal learning skills
• Very motivated by success

CDSSG Main Aims:

• To provide an support network for parents and carers of children with Down’s Syndrome

• To increase awareness of Down’s Syndrome within the community

• To unlock the potential of children with Down’s syndrome by providing the best practice in training and education.

Why is inclusion important?

• Age appropriate behaviors
• Develop independence in learning & behavior
• Develop friendships with peers
• Mix in communities in which they live & will work
• Have a valued role in society
• Promote more tolerant & understanding society

• Use signing or pictures
• Use visual timetables
• Give short verbal instructions
• Allow extra time for responses to questions
• DO NOT rephrase questions
• Practice sequencing

Meet Alice

Meet Josh

• Poor auditory memory
• Poor memory for verbal instruction or information
• It is believed that the way they process information is very different to those of typically developing children
• Process takes much longer

• The vast majority of children with Down’s Syndrome will have some hearing loss

• Conductive loss - fluid collection in the ear canal
• Neuro-sensory loss – damage to the auditory nerve

• Use bold pens
• Use larger font if necessary
• Make sure they sit in front of the board
• Be aware of using pencil lines or photocopied sheets
• Differentiate activities that require a lot of refocusing
• May benefit from writing slope

• Ask if there is a dominant ear
• Sit children near the teacher
• Try and reduce background noise (particularly if introducing something new)
• Be aware that other children often speak quietly and often the child with Down’s Syndrome will not hear them
• Don’t use Don’t
• Use signs or pictures to reinforce the spoken word

• 60-70% of children will require glasses

• Even with glasses images will not be clear – they will be blurred and edges will not be well defined

• Greater risk eye conditions such as Keratoconus

• Allow more time for activities, including changing time
• Encourage exercise to improve core stability & shoulder strength
• Short, sharp blasts!
• Lots of praise for efforts

• Production of language is very difficult

• Remains an area of weakness throughout their life

• Comprehension usually much greater than communication

• Both Fine and Gross motor skills delayed
• Less control
• Reaction times slower
• Manipulation of objects is very difficult
• Crossing mid line is difficult

Health Issues

Suppressed immune system

Greater risk hypo or hyperthyrodism

Poor muscle tone

Growth retardation

Epilepsy

• Encourage speech production and repeat correct speech back

• Don’t assume because they can’t verbalise they can’t understand

• Give alternative methods of answering questions

• Create opportunities for communication e.g. role play, turn taking

• Allow extra time for responses and remember to listen with interest