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Special Education Support Service: Information on Down Syndrome
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Special Education Support Service: Information on
Down Syndrome
Special Education Support
Service: Information on Down Syndrome
Note:
The Special Education Support Service wishes to acknowledge and thank
Niamh ní Aogáin, Education Psychologist, Down Syndrome Ireland, for
her input in the compilation of this document.
Definition:
Down syndrome is the most common cause
of a learning disability. A genetic condition, Down syndrome is a chromosomal
disorder affecting one in every 546 births in Ireland. People with Down
syndrome have an additional number 21 chromosome, so their chromosomal
count is 47 instead of the usual 46.
Common Characteristics:
A child with Down syndrome
may have a different learning style to his / her peers. Being aware
of the characteristic strengths and weaknesses of this learning style
will encourage progression and will help you, the teacher, to devise
appropriate, meaningful and relevant activities for your student/s.
Children with Down syndrome are usually exceptional visual learners.
Remembering that every
child is unique in his or her own way, this learning profile is intended
as a general guideline.
Individual differences vary
from mild, moderate to severe learning difficulties
Strengths in visual processing
and visual memory
Strengths in the use of gesture
and motor responses
Sensitive to failure and emotional
cues
Speech and language delayed
relative to non-verbal mental abilities
Delay in the development of
working memory
There can often be a 'learning
helplessness', where students are used to being over-supported
Most children will welcome
the opportunity to work independently and in cooperation with their
peers
While children with Down
syndrome will share certain physical traits, each child is an individual,
who will be defined by his/her particular family heritage and characteristics.
Down syndrome is not
a label. Children with Down syndrome vary in their learning and physical
abilities as much as typically developing students do. These children
do, in fact, have learning strengths you will want to capitalise on
during lessons. However, children with Down syndrome generally develop
slower than their peers, and they may stay at a certain developmental
stage longer. For instance, a deficiency in auditory short-term memory
affects the child's ability to process, understand and assimilate
spoken language long enough to respond to it. Generally speaking, children
with Down syndrome will be better able to understand language than communicate
it themselves. Consequently, their cognitive skills are often underestimated.
Be sure to take time to listen to your student and be patient when waiting
for a response.
The child is also more
susceptible to certain medical conditions, which affect the thyroid,
heart, sight, hearing and overall health.
Success is the ultimate
motivation for the child to learn. Using the errorless learning method
as much as possible will help the child enjoy the school experience
and reach his/her potential.
What can I do as a teacher?
1. Encourage a
positive environment
Your input is invaluable
in fostering the kind of accepting and helpful atmosphere a student
with Down syndrome will prosper in. Having a positive attitude solves
problems even before they surface. Laying the groundwork for including
a student with Down syndrome is as important as what happens once the
child arrives. Some schools have found it beneficial to talk to the
parents of the class, including the parents of the child with Down syndrome,
before the school term begins. A network of open communication between
all the parents will, in turn, filter down to the students. Including
the parents, an informed class will be less likely to make snap judgments
about the child with Down syndrome.
2. Communicate
with parents and family
Having a child with Down
syndrome in your classroom is an experience that can fuel apprehension
not just on your end, but with the parents of the child as well. Open
and honest two-way communication will ease the transition for all during
this exciting and challenging time. Learning about the child's history
and preferences will actually be an enormous help in adopting relevant
teaching material for the child.
Talk to the parents about
the child's background and daily routines. How many brothers and sisters
does s/he have? What are their names? Where does s/he play? What is
his/her favourite food? Including photographs of these people and familiar
places or activities in the curriculum will be extremely helpful to
the child, who will likely respond well to visual cues. The child will
be highly motivated by seeing him/herself in the photos, which will
optimise his/her acquired reading and writing skills. Collaborate with
the child's parents and start a homework journal, a diary of daily
events, which will be a good starting point for any written or language
activity in the classroom, such as news time.
3.
Work on reading
Reading is vital for
the development of speech and language - it enables the child to visualise
language and to overcome learning difficulties associated with listening.
The child has more time to process the text during reading, which will
help him/her to understand the meaning of the text and store it in the
memory. Speech processing, on the other hand, is a short-term stimulus
which can be lost if the child's auditory short-term memory is not
very effective. Reading also helps the child to understand syntactical
rules, word morphology and grammar. Improved articulation and word production
skills become enhanced during the reading process, and the child can
even practice sentences s/he may not yet be able to say. Learning to
read also has a profound effect on the child's self esteem, independence
and quality of life.
Strategies to enhance
reading ability in children with Down syndrome
include:
Ensure that the child understands
what s/he is reading and why
Teach 'sight words' first,
using the 'look and say' method
Select words which are suitable
for the child's language comprehension level and interests, beginning
with words the child already understands
Use complete short, simple
sentences
Play matching and selecting
games with vocabulary, not using pictures, to ensure the child can recognize
visual vocabulary
Read the words and sentences
with the child
Introduce new vocabulary into
the reading once the child is comfortable with the reading activities
and vocabulary
Encourage the child to repeat
words and sentences with you
Practice writing alongside
reading from the start, to draw attention to letters and help handwriting
When the child has a sight
vocabulary of 30-40 words, start teaching phonics - learning to write
and spell rhyming sets of words develops phonic skills
Provide a choice of reading
material - it empowers the student and can make reading fun.
4.
Work on writing
The writing ability of
children with Down syndrome is typically defined by the following:
Ability to organise thoughts
and transfer relevant information on to paper can prove challenging
Difficulty sequencing words
to form a sentence
Difficulty sequencing events/information
into the correct order
Strategies to enhance
the writing ability of children with Down syndrome
include:
(a) Use of additional
resources to make writing an enjoyable and interesting physical process
Different types of writing
implements, e.g. markers, gel pens
Pencil grips
Larger lines
Boxes on page to encourage
size of letters
Lined paper/squared paper
Writing board, e.g. Magna
Doodle
Computer aids
Alternative methods of recording
Scribe
Underline or ring correct
answer
Close procedure
Sentence card sequences
Picture card sequences
Specialist software
Visual support
Flash cards
Keywords
Picture cues and sequences
Sentence cues
When copying from the blackboard,
select and highlight a shorter version for the child to copy, focusing
on what is important for that pupil or use a cloze method on a previously
made worksheet
Gross motor skills affect
fine motor skills; participation in PE improves handwriting
Practice - all motor skills
improve with practice
5. Work on
Phonics and Spelling
Many children with Down
syndrome learn how to spell words purely by relying on their visual
memory and sight vocabulary. It is vital that they are taught
phonics and spelling next to reading in order to encourage word attack
skills and an alphabetic strategy for reading.
Readers who use an alphabetic
strategy make faster progress, but this requires the ability to hear
the individual sounds in the words as they are spoken (phonological
awareness) and to link these sounds to the written word. The alphabetic
reader has to be able to say the word, break it into sounds (segmenting)
and then work out the probable letters needed for spelling. It
takes a typical child two years to progress from knowing letter sounds
(basic phonics teaching) to being able to use phonics and to decode
and spell. Due to problems with auditory processing and the working
memory, children with Down will find this more difficult.
Strategies for teaching
phonics to children with Down syndrome include:
Incorporate lessons that teach
phonics, e.g., Letterland, nursery rhymes, etc.
Make a personal workbook to
teach initial letter sounds, using material / photos relevant to child
Adopt a specific programme
to teach phonics, e.g. PAT (Phonological Awareness Training), as sight
vocabulary increases
Make personal phonics notebooks
with lists of words, families, rhyming words
Use suitable computer software
to make learning phonics fun - Sound stories, Starspell, Clicker 4.
Pupils developing their writing
skills should be encouraged to write letters and/or words when participating
in phonic teaching activities. Use magnetic letters, sponge letters
alternatively.
Strategies for teaching
spelling to children with Down syndrome include:
Use words the child can already
read when developing spelling skills. Teach spellings as visually as
possible in early years (look - say - copy - cover - write) using
flash cards, the multi-sensory approach, finger tracing
Build up a word bank using
index cards, arranging frequently used words alphabetically.
Explore spelling games and
activities in the computer - Wordshark, Starspell, First Keys, Clicker
4
Use magnetic letters, foam
letters, Magnadoodle / Sketchmaster if the child is in pre-writing stage
Play spelling games, e.g.
I Spy, Word snap, etc.
6. Work on
Number / Mathematics
Pupils with Down syndrome
progress through the stages of understanding numbers in the same way
as other children. With support, they can join in all classroom
activities and be taught in the same way as the rest of the class. Teachers
should take account of the child's learning strengths in visual processing
and visual memory, offering concrete materials to the pupil when teaching
number.
Numicon materials are
an invaluable resource when it comes to teaching maths to pupils with
Down syndrome. Numicon teaches numbers through the recognition of patterns
and through play with the number plates. The pupil is consequently able
to process a visual image of each number by developing mental images
of numbers 1 to 10. At a later stage, Numicon will function as
a visual cue/support when teaching tens and unity, place value, counting
in 5's, 10's etc. It is important to use any other visual
or concrete materials to encourage generalisation of learning and transfer
of number skills, e.g. Cuisenaire rods, Unifix cubes, number lines,
hundred squares etc.
However, teachers do
need to be aware of difficulties that children with Down syndrome will
encounter due to weaknesses in auditory processing and working memory.
Teachers often underestimate the child's level of understanding due
to delays in speech and language, which may hinder progress in numbers/mathematics.
Difficulties in processing
language, together with remembering what to do and in which order, restrict
the ability of children with Down syndrome to complete mathematical
tasks, hence the need for visual materials. However, pupils with
Down syndrome often have good memorising capabilities.
Strategies to teach
number / mathematics to children with Down syndrome include:
Be aware of previously learned
skills the pupil has in numbers. If unsure, revise and consolidate previously
learned material on a regular basis.
Use concrete, visual materials
to support learning in maths, e.g. Numicon, Cuisenaire rods.
Teach the vocabulary of maths
alongside maths activities. Teach maths symbols and numbers with the
written word in the initial stages.
Offer activities where the
child will succeed regularly in order to encourage motivation in maths.
Create real situations in
which to use maths, e.g., giving out pencils, copies, setting tables,
baking, playing shopping etc.
Remember - small steps,
much practice and revision and visual supports for each step!
7. Differentiate
the curriculum
Differentiating the curriculum
to suit the needs of a pupil with Down syndrome is the best way of ensuring
a successful learning environment. Effective differentiation uses the
child's strengths and learning styles, while his/her particular developmental
stage and weaknesses are also considered. The key to this is flexibility.
In as far as possible,
allow the child to participate in all class lessons. The teacher needs
to decide which or how much of the content of the class lesson the child
will focus on in follow-up activities. The SNA is an invaluable
resource, who, under the guidance of the teacher, can provide the pupil
with modified activities in order to access the curriculum.
Strategies for differentiating
the curriculum include:
Determine the main focus,
content and vocabulary you wish the child to learn
Provide the child with learning
support - Class Teacher, Resource Teacher, Special Needs Assistant,
Peer Tutor
Choose an appropriate context
for learning the chosen material - whole class, group work, working
with a partner, etc.
Use familiar and meaningful
material relevant to the student
Ensure language and comprehension
material is appropriate to the child's developmental stage
Provide the child with opportunities
to work independently once s/he is familiar with the content. The teacher
and Special Needs Assistant monitor work from a distance
8.
Consolidate
The ability of pupils
with Down syndrome to learn and retain information varies on a daily
basis. Pupils with Down syndrome often take longer to learn and to consolidate
new skills.
Strategies for
consolidating new skills include:
Give the child extra time
and opportunities to rehearse a given skill/behaviour several times
- this will help the child internalise the skill/behaviour
Present new skills and concepts
in a variety of ways, using concrete, practical and visual materials
where possible
Teach the child to apply a
specific skill to variety of situations - a skill learned on the playground
may not automatically transfer to the classroom
Continue to teach new skills,
ensuring that those previously acquired have not been overrun by new
input
9. Manage behaviour
appropriately
Six out of ten pupils
with Down syndrome have no behavioural difficulties. Significant behavioural
difficulties affect one to two out of every ten pupils with Down syndrome.
Pupils with Down syndrome have more behavioural difficulties than typically
developing students of similar age. However, difficulties with behaviour
often decline significantly with age
Children with Down syndrome
are aware of their own capabilities and can often display so-called
failure avoidance, which presents itself in stubborn behaviour. The
child won't like to do something if s/he expects to fail.
Causes of inappropriate
behaviour
Acting out can sometimes
be a child's only means of communication, given his/her limitations
in speech and language. Occasionally, a child with Down syndrome will
misbehave due to anger or frustration:
They may want to do the same
work as everyone else, but are forced to do something different
They may attempt to do the
same activities as the rest of the class, but find that they can't
cope without help
They may think the assigned
work is too difficult or uninteresting
They may get annoyed when
other people don't take time to understand what they are saying
They may misunderstand instructions
given to the whole class or may have forgotten what they have been told
Interacting with a
child with Down syndrome
Always face the child and
make eye contact with the child
Try to speak to the child
at the same level - your lip patterns will be perceived better when
you are face to face
It is not necessary to raise
your voice or slow down your speech
Supplement verbal instruction
with visual prompts
Give one instruction at a
time
Use three- to five-word sentences
Emphasise key words, using
sign or gesture
Pause after each instruction
Praise each attempt at following
instruction
Use body language - many students
do not read subtle body language
Strategies to encourage
good behaviour include:
All skills will need to be
taught explicitly
Be specific about positive
reinforcement, e.g. good talking, good listening
Use other pupils as a resource
for good behaviour - students with Down Syndrome will often respond
quicker when told by their classmates that their behaviour is inappropriate,
as opposed to constant reprimand by the teacher
The student will need to rehearse
a skill/behaviour a number of times in relevant situations before the
skill/behaviour becomes automatic. This can be done with the help of
the SNA
Boundary Training
A child with Down
syndrome may experience difficulties understanding the concept of staying
within the classroom boundaries. It is common for new students in Junior
Infants to wander off in their new surroundings. The child should initially
be taken around the boundaries of the classroom two to four times every
day, which should continue for a minimum of three weeks. Repetition
will help the student internalise this behaviour, which will soon turn
into an automatic response. Involve peers in this structured training
to model appropriate behaviour.
References / Extra Resources
Books
Down Syndrome Ireland
(2004) Including Children with Down Syndrome in Your School
Down Syndrome Ireland
(2004) Including Teenagers with Down Syndrome in Your School
Both of the above available from <a href=http://www.downsyndrome.ie/about_us/booklets.htmlhttp://www.downsyndrome.ie/about_us/booklets.html as pdf files
Horstmeier, D.
(2004) Teaching Math to People With Down Syndrome and Other Hands-On
Learners Bethesda, MD: Woodbine House ISBN: 1890627429 ?19.95
Kelly, A. (2001) Talkabout:
A Social Communication Skills Package
Oxfordshire: Speechmark Publishing
ISBN: 0863883230 £33.95
Kliewer, C. (1998) Schooling
Children With Down Syndrome: Toward An Understanding Of
Possibility New York: Teachers' College Press ISBN: 0807737313 $21.95
Kumin, L.
(2001) Classroom Language Skills for Children With Down Syndrome
Bethesda, MD: Woodbine House ISBN:
1890627119 ?18.95
Kumin, L.
(2003) Early Communication Skills for Children With Down Syndrome:
A Guide for Parents and Professionals Bethesda,
MD: Woodbine House ISBN: 1890627275 ?19.95
Lawrence, D. (1996) Enhancing
Self-Esteem In The Classroom
London: Paul Chapman Publishing ISBN:
1853963518 £16.95
Lorenz, S. (1998) Children
With Down's Syndrome A Guide for Teachers and Support Assistants in
Mainstream Education
London: David Fulton Publishers ISBN:
1853465062 £18.00
Oelwein, P. L. (1995)
Teaching Reading To Children With Down Syndrome
- A Guide For Parents
And Teachers Bethesda, MD:
Woodbine House ISBN: 0933149557 $16.95
Websites / Organisations
<a href=http://www.downsyndrome.ie/www.downsyndrome.ie - Down Syndrome Ireland, 1st Floor,
30 Mary Street, Dublin 1. Tel. 1890 374 374 (Numicon materials available)
<a href=http://www.downs-syndrome.org.uk/www.downs-syndrome.org.uk - Down's Syndrome Association (UK) (Education
Support Pack and other educational literature)
<a href=http://www.downsed.org/www.downsed.org - the Down Syndrome Educational Trust Tel.
00 44 23 92855330 (Catalogue of resources available)
<a href=http://www.dsscotland.org.uk/www.dsscotland.org.uk - Down's Syndrome Scotland Tel. 00 44 1313134225
(Range of publications available)
Software:
Sound Stories
Tizzy's Toybox
Naughty Stories
Jemima
First Keys
Inclusive Writer
Word Shark (3-16 years)
Oxford Reading Tree Stages
1-5 Sheila Rae The Brave
Grandma and Me
Harry and the Haunted
House
The Hare and The Tortoise
Clicker 4
Number Train
Number Shark
©
Special Education Support Service 2005
Special Education Support Service: Information on
Down Syndrome
Special Education Support
Service: Information on Down Syndrome
Note:
The Special Education Support Service wishes to acknowledge and thank
Niamh ní Aogáin, Education Psychologist, Down Syndrome Ireland, for
her input in the compilation of this document.
Definition:
Down syndrome is the most common cause
of a learning disability. A genetic condition, Down syndrome is a chromosomal
disorder affecting one in every 546 births in Ireland. People with Down
syndrome have an additional number 21 chromosome, so their chromosomal
count is 47 instead of the usual 46.
Common Characteristics:
A child with Down syndrome
may have a different learning style to his / her peers. Being aware
of the characteristic strengths and weaknesses of this learning style
will encourage progression and will help you, the teacher, to devise
appropriate, meaningful and relevant activities for your student/s.
Children with Down syndrome are usually exceptional visual learners.
Remembering that every
child is unique in his or her own way, this learning profile is intended
as a general guideline.
Individual differences vary
from mild, moderate to severe learning difficulties
Strengths in visual processing
and visual memory
Strengths in the use of gesture
and motor responses
Sensitive to failure and emotional
cues
Speech and language delayed
relative to non-verbal mental abilities
Delay in the development of
working memory
There can often be a 'learning
helplessness', where students are used to being over-supported
Most children will welcome
the opportunity to work independently and in cooperation with their
peers
While children with Down
syndrome will share certain physical traits, each child is an individual,
who will be defined by his/her particular family heritage and characteristics.
Down syndrome is not
a label. Children with Down syndrome vary in their learning and physical
abilities as much as typically developing students do. These children
do, in fact, have learning strengths you will want to capitalise on
during lessons. However, children with Down syndrome generally develop
slower than their peers, and they may stay at a certain developmental
stage longer. For instance, a deficiency in auditory short-term memory
affects the child's ability to process, understand and assimilate
spoken language long enough to respond to it. Generally speaking, children
with Down syndrome will be better able to understand language than communicate
it themselves. Consequently, their cognitive skills are often underestimated.
Be sure to take time to listen to your student and be patient when waiting
for a response.
The child is also more
susceptible to certain medical conditions, which affect the thyroid,
heart, sight, hearing and overall health.
Success is the ultimate
motivation for the child to learn. Using the errorless learning method
as much as possible will help the child enjoy the school experience
and reach his/her potential.
What can I do as a teacher?
1. Encourage a
positive environment
Your input is invaluable
in fostering the kind of accepting and helpful atmosphere a student
with Down syndrome will prosper in. Having a positive attitude solves
problems even before they surface. Laying the groundwork for including
a student with Down syndrome is as important as what happens once the
child arrives. Some schools have found it beneficial to talk to the
parents of the class, including the parents of the child with Down syndrome,
before the school term begins. A network of open communication between
all the parents will, in turn, filter down to the students. Including
the parents, an informed class will be less likely to make snap judgments
about the child with Down syndrome.
2. Communicate
with parents and family
Having a child with Down
syndrome in your classroom is an experience that can fuel apprehension
not just on your end, but with the parents of the child as well. Open
and honest two-way communication will ease the transition for all during
this exciting and challenging time. Learning about the child's history
and preferences will actually be an enormous help in adopting relevant
teaching material for the child.
Talk to the parents about
the child's background and daily routines. How many brothers and sisters
does s/he have? What are their names? Where does s/he play? What is
his/her favourite food? Including photographs of these people and familiar
places or activities in the curriculum will be extremely helpful to
the child, who will likely respond well to visual cues. The child will
be highly motivated by seeing him/herself in the photos, which will
optimise his/her acquired reading and writing skills. Collaborate with
the child's parents and start a homework journal, a diary of daily
events, which will be a good starting point for any written or language
activity in the classroom, such as news time.
3.
Work on reading
Reading is vital for
the development of speech and language - it enables the child to visualise
language and to overcome learning difficulties associated with listening.
The child has more time to process the text during reading, which will
help him/her to understand the meaning of the text and store it in the
memory. Speech processing, on the other hand, is a short-term stimulus
which can be lost if the child's auditory short-term memory is not
very effective. Reading also helps the child to understand syntactical
rules, word morphology and grammar. Improved articulation and word production
skills become enhanced during the reading process, and the child can
even practice sentences s/he may not yet be able to say. Learning to
read also has a profound effect on the child's self esteem, independence
and quality of life.
Strategies to enhance
reading ability in children with Down syndrome
include:
Ensure that the child understands
what s/he is reading and why
Teach 'sight words' first,
using the 'look and say' method
Select words which are suitable
for the child's language comprehension level and interests, beginning
with words the child already understands
Use complete short, simple
sentences
Play matching and selecting
games with vocabulary, not using pictures, to ensure the child can recognize
visual vocabulary
Read the words and sentences
with the child
Introduce new vocabulary into
the reading once the child is comfortable with the reading activities
and vocabulary
Encourage the child to repeat
words and sentences with you
Practice writing alongside
reading from the start, to draw attention to letters and help handwriting
When the child has a sight
vocabulary of 30-40 words, start teaching phonics - learning to write
and spell rhyming sets of words develops phonic skills
Provide a choice of reading
material - it empowers the student and can make reading fun.
4.
Work on writing
The writing ability of
children with Down syndrome is typically defined by the following:
Ability to organise thoughts
and transfer relevant information on to paper can prove challenging
Difficulty sequencing words
to form a sentence
Difficulty sequencing events/information
into the correct order
Strategies to enhance
the writing ability of children with Down syndrome
include:
(a) Use of additional
resources to make writing an enjoyable and interesting physical process
Different types of writing
implements, e.g. markers, gel pens
Pencil grips
Larger lines
Boxes on page to encourage
size of letters
Lined paper/squared paper
Writing board, e.g. Magna
Doodle
Computer aids
Alternative methods of recording
Scribe
Underline or ring correct
answer
Close procedure
Sentence card sequences
Picture card sequences
Specialist software
Visual support
Flash cards
Keywords
Picture cues and sequences
Sentence cues
When copying from the blackboard,
select and highlight a shorter version for the child to copy, focusing
on what is important for that pupil or use a cloze method on a previously
made worksheet
Gross motor skills affect
fine motor skills; participation in PE improves handwriting
Practice - all motor skills
improve with practice
5. Work on
Phonics and Spelling
Many children with Down
syndrome learn how to spell words purely by relying on their visual
memory and sight vocabulary. It is vital that they are taught
phonics and spelling next to reading in order to encourage word attack
skills and an alphabetic strategy for reading.
Readers who use an alphabetic
strategy make faster progress, but this requires the ability to hear
the individual sounds in the words as they are spoken (phonological
awareness) and to link these sounds to the written word. The alphabetic
reader has to be able to say the word, break it into sounds (segmenting)
and then work out the probable letters needed for spelling. It
takes a typical child two years to progress from knowing letter sounds
(basic phonics teaching) to being able to use phonics and to decode
and spell. Due to problems with auditory processing and the working
memory, children with Down will find this more difficult.
Strategies for teaching
phonics to children with Down syndrome include:
Incorporate lessons that teach
phonics, e.g., Letterland, nursery rhymes, etc.
Make a personal workbook to
teach initial letter sounds, using material / photos relevant to child
Adopt a specific programme
to teach phonics, e.g. PAT (Phonological Awareness Training), as sight
vocabulary increases
Make personal phonics notebooks
with lists of words, families, rhyming words
Use suitable computer software
to make learning phonics fun - Sound stories, Starspell, Clicker 4.
Pupils developing their writing
skills should be encouraged to write letters and/or words when participating
in phonic teaching activities. Use magnetic letters, sponge letters
alternatively.
Strategies for teaching
spelling to children with Down syndrome include:
Use words the child can already
read when developing spelling skills. Teach spellings as visually as
possible in early years (look - say - copy - cover - write) using
flash cards, the multi-sensory approach, finger tracing
Build up a word bank using
index cards, arranging frequently used words alphabetically.
Explore spelling games and
activities in the computer - Wordshark, Starspell, First Keys, Clicker
4
Use magnetic letters, foam
letters, Magnadoodle / Sketchmaster if the child is in pre-writing stage
Play spelling games, e.g.
I Spy, Word snap, etc.
6. Work on
Number / Mathematics
Pupils with Down syndrome
progress through the stages of understanding numbers in the same way
as other children. With support, they can join in all classroom
activities and be taught in the same way as the rest of the class. Teachers
should take account of the child's learning strengths in visual processing
and visual memory, offering concrete materials to the pupil when teaching
number.
Numicon materials are
an invaluable resource when it comes to teaching maths to pupils with
Down syndrome. Numicon teaches numbers through the recognition of patterns
and through play with the number plates. The pupil is consequently able
to process a visual image of each number by developing mental images
of numbers 1 to 10. At a later stage, Numicon will function as
a visual cue/support when teaching tens and unity, place value, counting
in 5's, 10's etc. It is important to use any other visual
or concrete materials to encourage generalisation of learning and transfer
of number skills, e.g. Cuisenaire rods, Unifix cubes, number lines,
hundred squares etc.
However, teachers do
need to be aware of difficulties that children with Down syndrome will
encounter due to weaknesses in auditory processing and working memory.
Teachers often underestimate the child's level of understanding due
to delays in speech and language, which may hinder progress in numbers/mathematics.
Difficulties in processing
language, together with remembering what to do and in which order, restrict
the ability of children with Down syndrome to complete mathematical
tasks, hence the need for visual materials. However, pupils with
Down syndrome often have good memorising capabilities.
Strategies to teach
number / mathematics to children with Down syndrome include:
Be aware of previously learned
skills the pupil has in numbers. If unsure, revise and consolidate previously
learned material on a regular basis.
Use concrete, visual materials
to support learning in maths, e.g. Numicon, Cuisenaire rods.
Teach the vocabulary of maths
alongside maths activities. Teach maths symbols and numbers with the
written word in the initial stages.
Offer activities where the
child will succeed regularly in order to encourage motivation in maths.
Create real situations in
which to use maths, e.g., giving out pencils, copies, setting tables,
baking, playing shopping etc.
Remember - small steps,
much practice and revision and visual supports for each step!
7. Differentiate
the curriculum
Differentiating the curriculum
to suit the needs of a pupil with Down syndrome is the best way of ensuring
a successful learning environment. Effective differentiation uses the
child's strengths and learning styles, while his/her particular developmental
stage and weaknesses are also considered. The key to this is flexibility.
In as far as possible,
allow the child to participate in all class lessons. The teacher needs
to decide which or how much of the content of the class lesson the child
will focus on in follow-up activities. The SNA is an invaluable
resource, who, under the guidance of the teacher, can provide the pupil
with modified activities in order to access the curriculum.
Strategies for differentiating
the curriculum include:
Determine the main focus,
content and vocabulary you wish the child to learn
Provide the child with learning
support - Class Teacher, Resource Teacher, Special Needs Assistant,
Peer Tutor
Choose an appropriate context
for learning the chosen material - whole class, group work, working
with a partner, etc.
Use familiar and meaningful
material relevant to the student
Ensure language and comprehension
material is appropriate to the child's developmental stage
Provide the child with opportunities
to work independently once s/he is familiar with the content. The teacher
and Special Needs Assistant monitor work from a distance
8.
Consolidate
The ability of pupils
with Down syndrome to learn and retain information varies on a daily
basis. Pupils with Down syndrome often take longer to learn and to consolidate
new skills.
Strategies for
consolidating new skills include:
Give the child extra time
and opportunities to rehearse a given skill/behaviour several times
- this will help the child internalise the skill/behaviour
Present new skills and concepts
in a variety of ways, using concrete, practical and visual materials
where possible
Teach the child to apply a
specific skill to variety of situations - a skill learned on the playground
may not automatically transfer to the classroom
Continue to teach new skills,
ensuring that those previously acquired have not been overrun by new
input
9. Manage behaviour
appropriately
Six out of ten pupils
with Down syndrome have no behavioural difficulties. Significant behavioural
difficulties affect one to two out of every ten pupils with Down syndrome.
Pupils with Down syndrome have more behavioural difficulties than typically
developing students of similar age. However, difficulties with behaviour
often decline significantly with age
Children with Down syndrome
are aware of their own capabilities and can often display so-called
failure avoidance, which presents itself in stubborn behaviour. The
child won't like to do something if s/he expects to fail.
Causes of inappropriate
behaviour
Acting out can sometimes
be a child's only means of communication, given his/her limitations
in speech and language. Occasionally, a child with Down syndrome will
misbehave due to anger or frustration:
They may want to do the same
work as everyone else, but are forced to do something different
They may attempt to do the
same activities as the rest of the class, but find that they can't
cope without help
They may think the assigned
work is too difficult or uninteresting
They may get annoyed when
other people don't take time to understand what they are saying
They may misunderstand instructions
given to the whole class or may have forgotten what they have been told
Interacting with a
child with Down syndrome
Always face the child and
make eye contact with the child
Try to speak to the child
at the same level - your lip patterns will be perceived better when
you are face to face
It is not necessary to raise
your voice or slow down your speech
Supplement verbal instruction
with visual prompts
Give one instruction at a
time
Use three- to five-word sentences
Emphasise key words, using
sign or gesture
Pause after each instruction
Praise each attempt at following
instruction
Use body language - many students
do not read subtle body language
Strategies to encourage
good behaviour include:
All skills will need to be
taught explicitly
Be specific about positive
reinforcement, e.g. good talking, good listening
Use other pupils as a resource
for good behaviour - students with Down Syndrome will often respond
quicker when told by their classmates that their behaviour is inappropriate,
as opposed to constant reprimand by the teacher
The student will need to rehearse
a skill/behaviour a number of times in relevant situations before the
skill/behaviour becomes automatic. This can be done with the help of
the SNA
Boundary Training
A child with Down
syndrome may experience difficulties understanding the concept of staying
within the classroom boundaries. It is common for new students in Junior
Infants to wander off in their new surroundings. The child should initially
be taken around the boundaries of the classroom two to four times every
day, which should continue for a minimum of three weeks. Repetition
will help the student internalise this behaviour, which will soon turn
into an automatic response. Involve peers in this structured training
to model appropriate behaviour.
References / Extra Resources
Books
Down Syndrome Ireland
(2004) Including Children with Down Syndrome in Your School
Down Syndrome Ireland
(2004) Including Teenagers with Down Syndrome in Your School
Both of the above available from <a href=http://www.downsyndrome.ie/about_us/booklets.htmlhttp://www.downsyndrome.ie/about_us/booklets.html as pdf files
Horstmeier, D.
(2004) Teaching Math to People With Down Syndrome and Other Hands-On
Learners Bethesda, MD: Woodbine House ISBN: 1890627429 ?19.95
Kelly, A. (2001) Talkabout:
A Social Communication Skills Package
Oxfordshire: Speechmark Publishing
ISBN: 0863883230 £33.95
Kliewer, C. (1998) Schooling
Children With Down Syndrome: Toward An Understanding Of
Possibility New York: Teachers' College Press ISBN: 0807737313 $21.95
Kumin, L.
(2001) Classroom Language Skills for Children With Down Syndrome
Bethesda, MD: Woodbine House ISBN:
1890627119 ?18.95
Kumin, L.
(2003) Early Communication Skills for Children With Down Syndrome:
A Guide for Parents and Professionals Bethesda,
MD: Woodbine House ISBN: 1890627275 ?19.95
Lawrence, D. (1996) Enhancing
Self-Esteem In The Classroom
London: Paul Chapman Publishing ISBN:
1853963518 £16.95
Lorenz, S. (1998) Children
With Down's Syndrome A Guide for Teachers and Support Assistants in
Mainstream Education
London: David Fulton Publishers ISBN:
1853465062 £18.00
Oelwein, P. L. (1995)
Teaching Reading To Children With Down Syndrome
- A Guide For Parents
And Teachers Bethesda, MD:
Woodbine House ISBN: 0933149557 $16.95
Websites / Organisations
<a href=http://www.downsyndrome.ie/www.downsyndrome.ie - Down Syndrome Ireland, 1st Floor,
30 Mary Street, Dublin 1. Tel. 1890 374 374 (Numicon materials available)
<a href=http://www.downs-syndrome.org.uk/www.downs-syndrome.org.uk - Down's Syndrome Association (UK) (Education
Support Pack and other educational literature)
<a href=http://www.downsed.org/www.downsed.org - the Down Syndrome Educational Trust Tel.
00 44 23 92855330 (Catalogue of resources available)
<a href=http://www.dsscotland.org.uk/www.dsscotland.org.uk - Down's Syndrome Scotland Tel. 00 44 1313134225
(Range of publications available)
Software:
Sound Stories
Tizzy's Toybox
Naughty Stories
Jemima
First Keys
Inclusive Writer
Word Shark (3-16 years)
Oxford Reading Tree Stages
1-5 Sheila Rae The Brave
Grandma and Me
Harry and the Haunted
House
The Hare and The Tortoise
Clicker 4
Number Train
Number Shark
©
Special Education Support Service 2005