DOWN SYNDROMEJannies Casiano Díaz

Alexandra Mercado Mateo

Educ 413

Prof. Cynthia García Avilés

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 DOWN SYNDROME

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.

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.

KEYS TO SUCCESS

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.

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.

SELF ESTEEM

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/downs-

syndrome/tips-learning-and-teaching