1. 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

2. 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

3. 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”

4. 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

5. 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

6. 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

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

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

9. 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!

10. 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

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

12. 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

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

14. 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

15. 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

16. 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

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

18. 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

19. 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

20. 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

21. There is no self-contained room in the real world