Down+syndrome

Running Head: TEACHING CHILDREN WITH DOWN SYNDROME 

Teaching Children with Down syndrome Amanda King, Erica Stark, and Hillary Humphries Liberty University Dr. Szapkiw 1 April 2010

The purpose of this paper is to discuss the teaching strategies for children with Down syndrome. In this paper, the different teaching strategies will be discussed as well as some background for Down syndrome. **Background **  Down syndrome is also known as Trisomy 21 (Down Syndrome 2010). According to Anne Jobling, Naznin Virji-Babul, and Doug Nichols, authors of “Children with Down Syndrome: Discovering the Joy of Movement,” Down syndrome is, “the most frequently occurring chromosomal abnormality” (2006). This chromosomal abnormality is caused by an excess of the chromosome Trisomy 21, which causes a person with Down syndrome to have 47 chromosomes instead of 46 chromosomes that are present in people not affected by this abnormality. ** Teaching Children with Down syndrome ** Teaching children with Down syndrome is not very different from teaching students without this chromosomal abnormality. Many Down syndrome students are very smart and some of them go on to higher levels of education including college. C Nilholm, author of “The Zone of Proximal development: A Comparison of Children with Down Syndrome and Typical Children” states that “[c]hildren with Down syndrome appear to follow the same sequences of development as children of average intellectual ability, but certain areas of development fall below or above their mental age” (1999). It is however, important to point out that some children with Down syndrome tend to have trouble with speaking skills (Nilholm, 1999). Children with Down syndrome should not be thought of as unable to be taught, just because they have a cognitive disability. They are actually very intelligent. When a teacher is teaching students with Down syndrome, it is important to remember that repetition is key. Children with Down syndrome tend to favor schedules as well. It is important to include students in the regular classroom, to strengthen their social and academic learning skills. Chris McAuliffe, in his article, “Rose’s Life Lesson: Signed and Spoken,” discusses the fact that students and people with Down syndrome in the past did not have these opportunities for education. Instead, they were sent to mental institutions, and their mental capabilities were suppressed (2008). There are several steps that can be taken in order to insure that students with Down syndrome are given the opportunity to learn. According to the article, “How to Educate Children With Down Syndrome,” there are several steps to help students with Down syndrome learn (2010). The first step according to the article, is to “[e]ducate children with Down syndrome with a program of early intervention. As soon as a child is born with Down syndrome, plans should be made for enrollment in speech therapy, physical therapy, occupational therapy and early-childhood education.” (How to Educate, 2010). This step is very important in the learning process, because it gets the students learning at a young age. The second step stated in the article, is to “[d]ecide weather you want to educate the a child with Down syndrome in a special school for impaired children or place her in a school with children who do not have physical or mental impairments” (How to Educate, 2010). It is very important early on to decide where the child will be placed so that if the child is included in the classroom, the process of inclusion can take place. According to the article, it is also important to keep the students in an environment where their progress is not restricted (How to Educate, 2010). It is important all around to make sure that the student with Down syndrome is taught early on so that their communication and social skills may be developed. One important element when teaching students with Down syndrome is the incorporation of sign language. Since many students with Down syndrome have trouble with language skill, many students express themselves through sign language. Teachers may choose to use sign language with younger students and slowly introduce spoken language to their students.  media type="youtube" key="Xi05_G5zEXs" height="505" width="640" ** Inclusion in the Classroom and Preparing for Inclusion ** Inclusion in the classroom is an important element when teaching children with Down syndrome. Just because these children have a chromosomal disorder, it does not mean that they cannot function in a regular classroom. Lauren J. Lieberman, Rebecca K. Lytle, and Jason A. Clarcq, wrote “Getting it Right from the Start: Employing the Universal Design for Learning Approach to Your Curriculum,” an article in which they state, “the students with disabilities often feel left out, and their peers see them as not included and different” (2008). The authors of this article discuss a Universal Design for Learning (Clarcq, 2008). Lieberman, Lytle, and Clarcq say that there are many benefits to this Universal Design for Learning. Some of these benefits are that it, “motivates all students to participate, includes all students in all activities, and increases acceptance of children with disabilities” (Clarcq, 2008). This Universal Design for Learning tries to “eliminate barriers to learning that students may encounter” (Clarcq, 2008). Lieberman, Lytle, and Clarcq define the Universal Design for Learning as the “means that the physical, social, and learning environments are designed so that all students’ learning is supported” (2008). Whenever possible, teachers should include this type of learning into their classroom. Just because the majority of the class learns in a similar way, does not mean that the students who learn differently, because they have a learning disability should be excluded. The Universal Design for Learning helps teachers include all of their students into an activity by implementing different strategies for learning into the lesson. Children with Down syndrome can benefit from this design, because they may need more repetition than others; however, if the teacher uses different learning strategies based on need, then the whole class benefits. In the article, “Building Inclusive Communities One Classroom at a Time,” by Monica Cavazos, Alan P. Brownstein, president of the National Down Syndrome Society, is quoted as stating, “Schools and educators can create the foundation for a future in which all people are seen as valuable, contributing members of our communities” (2006). The National Down Syndrome Society provides helpful booklets and information to help people with Down syndrome as well as their families (Cavazos, 2006). There newest effort is entitled, “Everyone Counts: Teaching Acceptance and Inclusion” (Cavazos, 2006). The program is designed “to help teachers educate young students about Down syndrome and other cognitive disabilities. 
 *  Abstract ** 
 * Baby Sign (Down syndrome)**

media type="youtube" key="ji3R30PT1PQ" height="505" width="640"  In conclusion, students will Down syndrome should not be overlooked, and they have just as much right to a great education as students without Down syndrome. Children with Down syndrome benefit greatly from being included in a normal classroom setting as well. The key things to remember when teaching children with Down syndrome are repetition, signing, as well as, love, and patience. 
 * Inclusion at work in the Elementary School**

Final Exam Questions 1. Down syndrome is also known as. A. Trisomy 13 B. Trisomy 21 C. Trisomy 16 D. Trisomy 18 2. When a teacher is teaching children with Down syndrome it is important to remember that __ is key. A. Nutrition B. Rewards C. Repetition D. Jelly beans 3. True or False: Children with Down syndrome cannot go on to higher forms of education, such as college. 4. What organization helps provide teachers and parents with information about Down syndrome? A. National Organization of Parents and Teachers B. Teachers of Education Organization C. National Special Education Organization D. National Down Syndrome Society 5. How early should plans for speech therapy, physical therapy, occupational therapy and early-childhood education? A. From Birth B. Two years old C. Five years old D. Twelve years old

<span style="display: block; font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%; text-align: center;">REFERENCES <span style="font-family: 'Times New Roman',serif; font-size: 16px; line-height: 32px;">(2010) Baby Sign (Down Syndrome. Retrieved from http://www.youtube.com/watch?v=Xi05_G5zEXs <span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Cavazos, M. (2006). Building inclusive communities one classroom at a time. //The// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Exceptional Parent //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">. //36.// 34-35. Clarcq, J.A., Lytle, R. K. & Lieberman, L. J. (2008). Getting it right from the start: employing the universal design for learning. //Journal of Physical Education, Recreation &Dance. 79.//32-29. (2010) Down syndrome. //Learn. Genetics. Genetics Science Learning Center.// [] (2010). How to educate children with down syndrome. //eHow: How To Do Just About// //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">Everything. //<span style="font-family: 'Times New Roman','serif'; font-size: 12pt; line-height: 200%;">[]- down-syndrome.html Jobling A., Nichols D. & Virji-Babul N. (2006). Children with down syndrome: discovering the joy of movement. //Journal of Physical Education, Recreation, & Dance. 77.// 34-40. (2010) Inclusion at work in elementary school. Retrieved March 31, 2010, from http://www.youtube.com/watch?v=ji3R30PT1PQ McAuliffe C. (2008). Rose’s life lesson: signed and spoken. //The Exceptional Parent. 38.// 14-16. Nilcolm C. (1999). The zone of proximal development: a comparison of children with down syndrome and typical children. //Journal of Intellectual & Developmental Disability. 24.// 265-279.