DOWN SYNDROME

Jannies Casiano Daz

Alexandra Mercado Mateo
Educ 413
Prof. Cynthia Garca Avils
04/29/15

INTRODUCTION
This oral presentation is about the down syndrome.
Also explain the physical and cognitive
characteristics. As well the techniques and strategies
used for teaching. Additional two videos on the
routine and daily life of these exceptional children
were shown.

WHAT IS THE SYNDROME DOWN

Is a chromosomal abnormality and probably the most
common genetic condition, occurs in approximately one in
every eight hundred to one thousand live births or
accounts for approximately 5 or 6 percent of intellectual
retardation. Initially this condition was given the label of
Mongolism due the physical characteristics of the disorder.

PHYSICAL CHARACTERISTICS

Smaller overall stature.

Flat facial
Thick epicanthal folds in the corners of their eyes.
Protruding tongues due smaller oral cavity.
Muscle hypotonia (low muscle tone).

COGNITIVE CHARACTERISTICS

Poor oral motor control.

Delayed speech.
Often underestimated.
Frustration from difference in language.

TECHNIQUES

Inclusion
Self-esteem
Intellectual
Short attention spans
Distractibility
Speech and language
Behavior management

INCLUSION
To have an effective inclusion the teacher must be
fully supportive . The strategies to be used to
reach and teach will often be beneficial to many
learners in the classroom. Its is important to have
modifications, accommodations and interventions.

KEYS TO SUCCESS

Also be sure that all procedures

where understood by student.
keep noise levels at an
acceptance level.
have a special location for test
taking for those that required
free distractions to enable
success.
Work organized.
Clarifications and reminders are
given regularly as needed.

SELF ESTEEM
The physical characteristics of student will often result in
lowered self esteem. Our commitment is to take every
opportunity to boost self confidence and instill pride
through a variety stages. Generally demonstrate good social
communication skills, which can be constructively utilized to
increased learning and also help with the self esteem.

SELF ESTEEM

Accentuate the positive.

Give the opportunity to tell ten (10) things they like
about themselves.
Avoid criticism.
Remember that self esteem is about how much
children feel valued, appreciated, accepted, loved
and having good sense of self worth.
Expectations must always be realistic.

INTELLECTUAL

Solid intervention and high quality instruction.

Use multi modal approach.
Concrete materials and real world authentic
situations.
Use language appropriate for understanding and
speak slowly.
Break tasks into smaller steps.
Provide instruction for each step.
Short term memory.

SHORT ATTENTION SPANS

Direct instructions in short periods of time along with
smaller chunks of activities will help to support
learning. Introducing new material slowly,
sequentially and in step by step will help to ensure
maximum learning.

DISTRACTIBILITY

Often distracted.
Employ strategies that work to minimize
distractions.
Keep noise level down and having orderly classroom
.
Explain expectations, routines and rules.

SPEECH AND LANGUAGE

Down syndrome student suffers from serious

problems of hearing difficulties and articulation
problems.
They require speech and language intervention. This
including direct instructions.
In some cases augmentative or facilitated
communications will be a good alternative of
communication.

SPEECH AND LANGUAGE

Augmentative communication will use gesture,

communications boards, picture, symbols, drawings
or a combination of all.
Patience and model appropriate interactions.

BEHAVIOR MANAGEMENT
Positive reinforcement is the best method than
anything punitive. All the reinforces need to be
meaningful.
Examples of different kinds of reinforcement:
Natural reinforcers
Token reinforcers
Social reinforcers
Tangible reinforcers

BEHAVIOR MANAGEMENT

Natural reinforces are those that occurs directly as a

result of the behavior. Example: paying attention
to the class.
Token reinforces are points or tokens that are
awarded for performing certain actions. This token
can be exchange for something of value.
Social reinforces involve expressing approval of
behavior. Example: Good Job
Tangible reinforces involve the presentation of an
actual physical reward. Example: Toys, candy and
other objects.

STRATEGIES
Children's with down syndrome are capable learners.
They just need the opportunity to accomplish at a
slower pace. They are strong visual learners, which
means they understand what they see better than
what they hear. The use of manipulates and activities
learning can be beneficially employed in the
development of number concept.

STRATEGIES
Specifics points important in the process of their
learning development:
Visual learners
Understand a lot more than they can say.
Able to follow classroom rules and routines.
They need help to remember instructions. (short
phrases or visual clues).

CONCLUSION
In conclusion we can say the importance of inclusion for
the progress of children, as it helps in daily routine and
school. In addition to be able to function in different
environment without feeling less valuable. We can not
forget that the support of family and teacher is also
fundamental.

VIDEOS

K/1st Grade Child with Down Syndrome

https://youtu.be/kFQpqigIcOY
Baby with Down Syndrome Reading at 17 Months
https://youtu.be/c8hJaxrOsIQ

REFERENCES
Department of education. (2014). Strategies for learning and
teaching. special education support service. Recovered on
http://www.sess.ie/categories/assessed-syndromes/downssyndrome/tips-learning-and-teaching