Maximizing the Learning Potential for Students with Down Syndrome Gretchen Carroll, M.A. Education Coordinator Jane and Richard Thomas Center for Down Syndrome Cincinnati Children’s Hospital Medical Center

What is Down Syndrome? Down syndrome is the most commonly occurring congenital chromosomal condition Affects all races, nationalities, socio-economic and ethnic groups Down syndrome occurs in 1 out of 733 births

The Label Matters Down, Downs, or Down’s? The preferred usage in the United States is “Down syndrome’ Person First language places the individual before the disability “A child with Down syndrome” not “A Down’s child”

How Down Syndrome Happens 95% of Down syndrome results from Trisomy 21 During cell division, the sperm or egg cell keeps both copies of chromosome 21. If fertilization occurs, the baby will have 3 copies of chromosome 21 The features of Down syndrome result from having an extra copy of chromosome 21 in every cell of the body

How the Extra Chromosome Leads to Down Syndrome The increased presence of chromosome 21 changes the interaction between the genes Some genes become more active and others less active The altered genes lead to changes in development and maintenance of the body Developmental changes can be negative or positive

Developmental Profile of Individuals with Down Syndrome: Strengths Strong social interaction skills Empathy for others Outgoing and well-liked Visual processing Visual memory Stronger receptive language than expressive language

Capitalizing on the Strengths Learning from looking Maximize visual input and tactile learning opportunities Use social pairings and peer engagement Give a helping role

Developmental Profile of Individuals with Down Syndrome: Weaknesses Working Memory Expressive Language Fine Motor Coordination Reading Comprehension Mathematics

Minimizing the Weaknesses “Learning from listening” is difficult. Reduce auditory information and pair auditory information with visual cues Offer communication choices: pointing, gesturing, selecting, repeating Directly teach important vocabulary with visual cues Preview, Do, Praise, Review!

Specific Academic Interventions Reading: Research indicates the need for intervention in sight word identification, phonetic decoding, and comprehension Math: Exposure to manipulatives and a focus on functional math application Content Subjects: Key Concept Model Helpful websites: downsed.org, numicon.com

Why Behavior Matters Behavior affects learning Behavior affects placement Behavior affects social relationships Behavior affects independence

Understanding and Assessing Behavior Every behavior is a form of communication What is the behavior saying? I don’t understand/This is hard for me I want you to pay attention to me I want to do something else I am tired/physically uncomfortable I have a sensory need I need to fulfill

Potential Behavioral Challenges Difficulty with transitions Poor compliance Stubbornness Attention Physical behaviors Noises, inappropriate language Flight

Preventing Problematic Behavior Picture Schedules Positive, Visual Behavior Plans Behavior charts based on portions of day Behavior charts based on task completion Written Social Stories Video Social Stories

Replacing Problematic Behavior Providing objects for manipulation Providing a safe way to express anger/frustration Providing objects to occupy the mouth Providing timed opportunities in sensory setting

Responding to Problematic Behavior Diversion and distraction Offer choice to return to appropriate behavior Short, specific consequence with focus on desired activity Encourage peers to share their feelings Ignore attention seeking behavior (when possible) Directly model and teach desired behaviors

Why is the Inclusive Philosophy so Important? Research indicates that individuals who are included have better: Expressive language skills Social independence Behavior

Roadblocks to Inclusion Belief that content is too hard and “over the head” of the student Belief that special education setting is more appropriate Problematic Behavior Lack of time and support given to special ed/regular ed team Different understanding/visions of inclusion

General Inclusion Strategies Change the delivery of the information Change the output required by the learner Change the pace of delivery Change the amount of content Change the content itself

Strategies to Support Inclusion Be open to understanding parents’ vision Acknowledge non-academic benefits Use structured, visual organizational tools Take advantage of strengths Monitor enabling of paraprofessionals Utilize peers as models and supports

There is no self-contained room in the real world