homeschooling children with down syndrome
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Homeschooling Children with Down SyndromeTRANSCRIPT
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Homeschooling Children with Down Syndrome
By Amy Dunaway
©2010 – All Rights Reserved
My Blog: http://onajoyfuljourney.blogspot.com
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Table of Contents
1 Introduction 4
2 Why Homeschooling 5
3 Homeschooling and Down Syndrome 6
4 FAQs – Homeschooling Children with Down Syndrome
and other Special Needs 8
5 Learning and Down Syndrome 10
6 Individualized Education Plans 13
7 Learning the Basics – Reading Writing and Arithmetic 16
8 Reading and Down Syndrome – The Early Years 18
9 Reading and Down Syndrome – The Primary Years 20
10 Motivation and Errorless Learning 21
11 Routines – The Groove 24
12 Visual and Verbal Memory
And Down Syndrome 26
13 Down Syndrome and Challenging Behavior 29
14 Homeschooling and Down Syndrome – “The Reluctant Learner,”
The Homeschooling Parent 31
15 Homeschooling and Down Syndrome – “The Reluctant Learner,”
The Child 33
16 Homeschool Burnout 35
17 The Homeschooling Community -
Supporting Families with Children with Special Needs 38
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Appendix 41
A. Prayer for Homeschooler with Children with Special Needs 42
B. Reading Recommendations 43
C. Math Curricula Suggestions 45
D. Curriculum Resources 46
E. Software Recommendations 47
F. Resources for Speech, Language and Communication 49
G. Resources - Homeschooling and Down Syndrome 50
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Chapter One
Introduction
Our family began its homeschooling journey in
1992 with the birth of our daughter with Down
syndrome. Reagan is now almost 16 years old and
thriving in the homeschooling environment. She is
a well-adjusted, delightful young lady.
I have faced many challenges through the years on
our homeschooling journey but the greatest was
unlocking the key to learning for Reagan. We
decided early in her life that the public school
system in our area could not meet her learning
needs and began our homeschooling journey.
Children with Down syndrome commonly have
auditory processing challenges with impaired short-
term memory, difficulty with attention, delayed
language acquisition and articulation issues,
impaired cognition, and gross/fine motor delays -
significant issues.
I, like most other parents who have children with
special needs, spent a great deal of time in research
about my child's condition. The more I learned, the
greater confidence I felt that I could parent this
child and meet her learning needs by
homeschooling her.
Homeschooling is a natural extension of what
parents do to care for and nurture their child's
growth and development - homeschooling begins at
birth. A child with Down syndrome needs syndrome
specific instruction in skill acquisition and
development in areas that are often taken for
granted by parents of typically developing children
due to the challenges they face.
Down syndrome is the most well researched
syndrome which causes intellectual impairment. As
a result, much is known about the way children with
Down syndrome learn but it takes an information
junkie and a great deal of persistence to find it. I
confess to being an information addict which has
blessed our lives in the knowledge I have gained.
In my research about education and Down
syndrome I discovered a common theme in several
books and research articles – targeted etiology-
based interventions.
Children with Down syndrome face etiology-
specific (specific to Down syndrome) strengths and
weaknesses – different from other causes of
intellectual impairment. These strengths and
weaknesses have become known as the specific (or
typical) learning profile of children with Down
syndrome. Targeted etiology-based interventions
look to those strengths and weaknesses to develop a
plan for intervention based on what is known about
how children with Down syndrome learn.
Children with Down syndrome learn differently
than typically developing children. To think that
children with Down syndrome are just “slow
learners” is to do them a great disservice. The
learning profile of children with Down syndrome
clearly defines their learning differences.
As time goes by, more and more research points to
the success that comes with targeted etiology-based
interventions – yet mainstream education has not
followed suit. For the most part, they have failed to
embrace our children‟s learning differences and
adapt classroom learning to their needs.
The impact of this knowledge I have gathered in my
research on our homeschool has been tremendous.
Learning has occurred at a more rapid rate. Any
frustration that comes with the work that must be
done to learn has dramatically decreased. Attention
skills grew. Difficult behaviors and avoidance type
behaviors are mostly gone as they pertain to
schooling!
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Chapter Two
Why Homeschooling
When my husband and I started our family, we had
many discussions about homeschooling. Initially, it
piqued my interest as a rather novel idea - totally
foreign to me. With time, research, much prayer and
the birth of a child with significant special needs, I
was completely convinced that homeschooling was
the only path for our family. Today, I am passionate
about homeschooling my children and the
homeschooling movement. I love to share the
benefits of homeschooling with anyone who shows
an interest in our lifestyle.
I think the best way to show the benefits of
homeschooling to others is to have my children out
in the community. Most people are quite impressed
with their behavior and their ability to interact with
people of all ages.
In my opinion, the greatest benefit of
homeschooling to our family is that God does not
have to be compartmentalized in the lives of my
children. We can learn about and uphold the
traditions of our faith at home. Holy Scripture is a
part of our everyday life. We pray together. We
grow together in Christ as we make decisions and
implement them. Our Triune God is celebrated in
our house and looked to when we face
difficulties...and praised for the blessings we
receive.
The National Home Education Research Institute
says the key reasons for home education are the
transmission of beliefs and values to children, close
family relationships, controlled and positive peer
social interaction, quality academics, alternative
approaches to learning and safety. I think all these
factors played into our decision to homeschool our
children.
Why Homeschool Children with Special Needs?
Families are educating their children with special
needs in their own homes to provide them with an
education that targets their specific learning needs
and to provide an education that will not sacrifice
academic learning for life skills and "socialization."
Many families leave the public school system after
unsatisfactory academic progress for which they
saw no other option than to educate their child at
home. I even know of a few cases of abuse as a
result of public school placement. I moderate three
yahoo groups which target families homeschooling
children with Down syndrome and have listened to
many, many stories over the years. The system
(early intervention and/or the public school system)
has difficulty meeting the needs of our children.
The biggest lesson I learned when we participated
in the system was that it primarily seeks to serve
itself – sad, but true in our experience and that of
many others.
There are good stories too - wonderful placements
and caring professionals. We did not get that
experience. We met professionals with low
expectations, who cared little for the individual they
were providing services for and could not see
beyond her diagnosis of Down syndrome.
Faith Concerns
Why don‟t more Christians don't homeschool their
children? This article gives a scary picture of what
children face in the public schools today:
"80% of Christian families send their children to
public schools where their faith is attacked. Based
on the study's findings, it appears that their children
are the ones being "evangelized" by the religion of
secular humanism. More than half of their Christian
teens believe Jesus sinned and only 9% hold to
moral absolutes, while 83% of children from
committed Christian families attending public
schools adopt a Marxist-Socialist worldview,
reports the group."
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Our hope is that by keeping my children home for
their education, that we are raising strong disciples
for Christ - placing the Lord first in their lives,
strong in their knowledge of Holy Scripture and
joyfully fulfilling the Great Commission.
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Chapter Three
Homeschooling and Down Syndrome
Once we made the decision to educate our children
at home, I read everything I could get my hands on
about homeschooling.
As we moved through our homeschooling journey,
much of what I learned about homeschooling and
Down syndrome I learned the hard way by working
with my daughter. Initially, I didn't have Internet
access and therefore no access to information on
how children with Down syndrome learn or even
others homeschooling families with children with
Down syndrome. Professionals were not really
helpful because they had little specific knowledge
about Down syndrome.
We engaged a consultant with a Masters in Special
Education as an educational consultant. He gave us
suggestions for curriculum and general information
about learning in children with cognitive challenges
- and information about academic and
developmental skills progression in typically
developing children. He also gave me the
confidence to homeschool our daughter with special
needs but did not have the answers on how to
overcome the challenges we faced. It wasn't really
the fault of the professionals we worked with - it
takes a long time for research to trickle down to
those working in the field. In fact, with Reagan, I
had to unlearn much of what I knew about
homeschooling and learn with her, about her & her
unique needs. I now have a room (seriously) filled
with research into how children with Down
syndrome learn along with my regular
homeschooling stuff!
The fact is children with Down syndrome learn
differently. Simply put, they are wired differently.
Methods used for typically developing children may
eventually work I suppose, but to lessen frustration
all around and increase learning potential (and keep
motivation high) they need their specific learning
profile targeted for success. The learning profile is a
list of strengths and weaknesses common to
children with Down syndrome - different from
typically developing children and children with
other causes of developmental delays.
Today, there is a great deal of support for families
homeschooling children with Down syndrome
primarily found on the internet. For more
information:
Homeschooling and Down Syndrome
A family oriented list.
Home Education and Down Syndrome
A list for committed homeschooling families that
focuses on the special learning needs of children
with Down syndrome - resources, curriculum,
strategies for teaching etc.
Homeschooling Kids with Down Syndrome
A list comprised of only homeschoolers with
children with Down syndrome. It is a closed list but
if you are interested just send me an e-mail.
National Challenged Homeschoolers Associated
Network (NATHHAN), a Christian support network
for those homeschooling children with special
needs, also offers e-mail support for those of us
homeschooling children with Down syndrome.
Send me an e-mail and I'll give you the contact
information.
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The Benefits of Homeschooling the Child with Down Syndrome and other Special Needs
The child with special needs can receive the
one-on-one teaching that will enable them to
grow academically. This cannot be matched
in the public school setting.
The program can specifically target the
child‟s relative strengths and tailor the
child‟s education in such a way that
increases learning potential.
Homeschooling also allows us to teach
subjects not commonly offered in the public
school system.
The program designed for them by the
person who knows their needs intimately.
Your home program will best suit their
individual needs. You can create a balanced
program that does not sacrifice academic
skills for life skills.
The child can learn at his/her own pace to
allow their needs to be met properly.
Concepts can be taught with the repetition
necessary for mastery using a wide variety
of materials ensuring success appropriate to
the child's needs and developmental age.
The child will have the opportunity for
successful learning experiences that will
motivate them to develop persistence in
learning difficult concepts.
The child learns academic and functional
life skills in the best of all venues-real life.
Fractions are “important” when it comes
time to share a pizza!
The child with special needs can learn where
they are safe from peer ridicule. Many
children with special needs are the object of
peer ridicule because of processing
difficulties, difficulty expressing
themselves, physical impairments or
cognitive challenges. They can make
mistakes where it is safe to do so – their own
home.
The parent can pick and choose social
opportunities. Homeschooled children are
not limited to socializing with only their
peers. They tend to socialize with children
and adults of all ages for a wide variety of
experiences. Homeschooled children are
less affected by peer pressure.
Character development and behavior issues
can be dealt with by providing an
environment where limits and consequences
are consistently enforced. Homeschooling
can offer atmosphere where the choices and
consequences are articulated as necessary to
make the best choice available and wrong
choices can be discussed and dealt with
consistently.
The spiritual needs of children with special
needs can be met best in our own homes
where they will be exposed to the love and
word of God. In a world where many of our
children seen as "disposable" and somehow
less worthy, they need to know that God has
a plan for them and loves them
unconditionally. God does not make
mistakes! "For you created my inmost
being; you knit me together in my mother's
womb. Praise you because I am fearfully
and wonderfully made; your works are
wonderful, I know that full well." Psalm
139:13-14, NIV.
The health benefits are tremendous.
Children exposed to Early Intervention in
group settings and the public school system
are constantly exposed to every
viral/bacterial illness present in the
community. Homeschooled children with
special needs can avoid many of these
common illnesses until they are older and
better able to tolerate them.
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Chapter Four
FAQs Homeschooling Children with Down Syndrome and other Special Needs
Over the years, I've been asked many questions
about homeschooling children with special needs. I
thought I would post the most frequently asked
questions just in case you needed to know!
Is it legal to homeschool children with Down
syndrome and other special needs?
Homeschooling is legal across the United States –
even for children with special needs. The level of
accountability varies state to state so it is good to
know the law and level of accountability of the state
in which you live.
Why do parents decide to homeschool their child
with special needs?
Many families I know are already firmly ensconced
in the homeschooling lifestyle when their child with
special needs is born. Some are medically fragile.
Others research homeschooling knowing their child
will face obstacles to learning that may be better
targeted at home. Some come to homeschooling
because of difficulties they have experienced in the
public school system
Don’t you need special training to educate a
child with special needs?
Many parents I know that have turned to
homeschooling with a degree in special education
say that their degree is often a hindrance! In getting
their degree, they are often given the big picture but
it doesn‟t help them homeschool their child with
special needs. The parent knows their child best
and know their needs.
Is there a special curriculum for homeschooling
children with special needs?
The short answer is - not really. Curriculum choices
should be based on the unique needs of each child. I
would encourage you to look outside the
homeschooling world for those children with
significant special needs. There is a great deal out
there to choose from.
The longer answer: Many known syndromes and
disorders are associated with known behavioral
traits called a phenotype. These traits give us a
profile of strengths and weaknesses that we can
target to create better learning environments. For
example, children with autism are known to have
communication and social deficits – part of their
phenotype. Therefore, they need specific teaching
in social skills presented primarily visually to
impact learning.
Homeschooling children with special needs takes
creativity in adapting what is available to the child's
relative strengths and weaknesses.
How about special curricula for children with
Down syndrome?
Down syndrome is the most researched of all causes
of intellectual disability. Much is known about the
strengths and weaknesses of children with Down
syndrome. Therefore, there are targeted
interventions known to help them learn.
Researchers are working to provide tools and
curriculum to aid learning – much of it targeting
early learners.
See:
Bob Jones University Press Adapted Curriculum
(send me an e-mail for more information)
See and Learn
Numicon
Down Syndrome Foundation of Orange County
Learning Program
Where do I go for information and support?
I would suggest you seek out others homeschooling
children with the same diagnosis as your child. It is
great to have face to face support so check out your
local homeschooling association. The internet is
also a great place to find others for support. Yahoo
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Groups has a support for almost anything you can
think of! Just type homeschooling and ____ (fill in
the blank with your child‟s diagnosis) into the
search engine and you will most like find a group to
provide information and support.
How do I know if my child is learning?
You know your child best and you will become
very familiar with what they know and what they
are learning as you see them implement the
knowledge they have learned. Many families use a
developmental and/or academic skills inventory to
help them set goals and display learning progress.
See:
VORT (my favorite)
The Brigance
Where do I start?
Right where you child is functioning – then build up
the skills he/she has. Many families use one of the
above developmental skills inventories to gauge
where their child is functioning and choose
curriculum that fits their learning style. Learning
styles are important in children with special needs
in targeting their individual learning needs.
What about professionals?
I believe professionals can be an invaluable
resource in supporting homeschooling families – if
they are well educated in the child‟s diagnosis,
targeted interventions….and have the child‟s best
interests at heart. We have found it most beneficial
to search the private sector for professional help.
Those within the system tend to be bogged down by
the system and not as interested in the individual
with special needs and their family.
Have you heard of the neurodevelopmental
approach?
Many homeschoolers use neurodevelopmental
consultants to develop very specific home programs
for their children. Neurodevelopmentalists design a
program to build on the neurological framework to
support skill development. This in contrast to
mainstream approaches which are skills based.
See:
NACD: National Association for Child
Development
Hope and a Future Linda Kane
ICAN: International Christian Association of
Neurodevelopmentalists
Note: I am not necessarily recommending the
neurodevelopmental approach (lack of peer-
reviewed research) but many parents of children
with Down syndrome and other special needs find
their services beneficial - especially in the areas of
reading and memory. Having not used this
approach, I really have no opinion - just awareness
of the support families get using their services.
Do I need legal protection?
Legal protection is a sensitive and somewhat
controversial subject. Homeschoolers can become a
target of well-meaning public school authorities and
social workers. Homeschoolers with children with
special needs can be particularly vulnerable. In my
opinion the persecution of homeschoolers is pretty
rare. Research the need carefully - no one wants to
be caught unaware.
Home School Legal Defense Association
Pacific Justice Institute
National Home Education Legal Defense
The Rutherford Institute
What about socialization?
I think what most concerns most people considering
homeschooling their child with special needs is not
socialization (the process by which the norms and
standards of our society are passed from one
generation to another) but socializing – the
gathering for communal activities where friendships
are formed. I have found the homeschooling
community the most inclusive of communities and
the opportunities for socializing are endless and not
a problem.
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Chapter Five
Learning and Down Syndrome
We made the decision to homeschool not long after
Reagan was born. Her birth and the diagnosis of
Down syndrome cemented our decision to
homeschool both girls. During that first year, I read
everything I could get my hands on about
homeschooling.
Early on, much of what I learned about
homeschooling and Down syndrome I learned the
hard way -- by working with Reagan. Initially, I had
no internet access and, therefore, no access to how
children with Down syndrome learn or even others
homeschooling children with Down syndrome.
Professionals were not really helpful because they
had little specific knowledge about learning and
children with Down syndrome. They tended to work
with her based on isolated diagnoses i.e.:
Physical Therapy – hypotonia
Speech Therapy - delayed speech
No one was looking at the big picture and what
Down syndrome means to the whole child. We
couldn't blame them though - it takes a long time
for research to trickle down to those working in the
field.
During those early years, I made lots of mistakes. In
fact, with Reagan, I had to unlearn much of what I
knew about homeschooling and learn with her,
about her & her unique needs.
When I finally got internet access a whole new
world was opened for me. My husband worked
long, hard hours when the girls were younger. I
used the hours he was working after the girls were
in bed for the night to research. Little by little, I
amassed a great deal of information which made a
dramatic difference in our homeschool. I now have
a room (seriously) filled with research into how
children with Down syndrome learn along with my
regular homeschooling stuff!
I've come to the conclusion after all these years that
targeted intervention (specific to the special needs
of learners with Down syndrome) is where the
future lies in education and Down syndrome and
successful learning experiences for our children in
our homes. Research shows it to be very promising
and hopefully as awareness grows targeted
intervention will increase in our early intervention
programs and the public school system.
Targeted intervention is basically teaching to the
child‟s learning style – a hallmark of
homeschooling. In the case of children with Down
syndrome, this takes on greater significance.
Typically developing children most often will learn
using a variety of methods. They may be primarily
visual learners, primarily auditory learners or
primarily kinesthetic learners but can adapt to a
variety of methods. Children with Down syndrome
learn differently. Methods used for typically
developing children often slow progress in learning
and decrease our children successful learning
experiences.
A good example of targeted intervention is found in
a book most parents of children with Down
syndrome have, Teaching Reading to Children with
Down Syndrome, by Patricia Oelwein. Her method
of teaching children with Down syndrome to read
(matching, selecting, naming) targets their specific
learning profile (visual learners) and utilizes
errorless learning...and our children find success!
A learning profile is basically a list of strengths and
weaknesses developed from a set of observable
behavioural traits called a phenotype. Children with
Down syndrome have a specific learning profile
different from typically developing children and
children with other forms of intellectual disability.
The awareness of this profile and incorporating it
into our daily lives drastically improved our
successful learning experiences.
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Down Syndrome - The Typical Learning Profile
Children with Down syndrome (Down syndrome)
often share a set of observable behavioural traits
known as a phenotype. These traits are different
than seen in typically developing children and
children with other causes of intellectual
disabilities. I like to look at the big picture or the
whole child. These traits do not occur in isolation
but influence each other and can cause obstacles to
learning.
Not all children with Down syndrome will show the
typical learning profile seen here but the majority
will. I must say Reagan fits this picture perfectly!
Targeting the strengths of children with Down
syndrome will result in a more optimal learning
environment. Working to strengthen the weaknesses
in the profile will give the child the tools to increase
functional competence as they grow.
Children with Down syndrome often share a set of
observable behavioural traits (phenotype) displayed
in the following profile. Not all children will show
the typical strengths and weaknesses listed below
but children with Down syndrome are more likely
to share these behaviors. We can help children with
Down syndrome to learn by understanding their
typical developmental and learning profile and
teaching to their strengths.
Children with Down syndrome have
significant cognitive challenges. As with
the general population, there is a wide range
in IQ levels but most operate in the mild to
moderate range of mental retardation. IQ
has limited practical value and tells us little
about functional competence. Older
children with Down syndrome have mental
ages ranging from 4-6 years of age. Most
individuals with Down syndrome do not
progress beyond the average capabilities of
the average 6-8 year old.
Children with Down syndrome typically
have relative learning strengths in the areas
of visual processing (the ability to make
sense of information taken in with the eyes)
and visual memory (recall) skills. They
learn best when information given verbally
is paired with visual supports such as the use
of sign, gestures, the written word, drawings
or pictures for visual cues. Learning from
seeing is important and effective for children
with Down syndrome.
Children with Down syndrome have speech
and language delays. They have relative
strengths in their receptive language skills
and are typically able to understand far more
than they can say or sign. Their
understanding of spoken language is often
underestimated due to these delays.
Children with Down syndrome have relative
deficits in expressive language. Expressive
language skills often fall behind receptive
language abilities. A high incidence of
hearing difficulties early in life contributes
to speech and language delays.
Many are able to effectively use gesture
(e.g., pointing, guiding) and sign language
for communication. This should be an
acceptable form of preverbal communication
for our children with language delays. A
small number (approximately 5%) of our
children with Down syndrome will be
nonverbal and require some kind of
augmentative communication.
Children with Down syndrome typically
have strong social skills (though they may
misread or misuse social skills at times) and
enjoy learning from social interaction where
meaningful two-way communication and
interaction takes place. Take advantage of
this strength using games and other social
activities to reinforce concepts and practice
skills.
Children with Down syndrome have
auditory processing and working memory
deficits making learning from listening
difficult. For this reason, it is imperative
that information to be learned is paired with
visual cues.
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They have delays in fine and gross motor
skills. Fine motor delays may make
working with manipulatives and writing
difficult. With time and practice, most
children with Down syndrome will learn to
write legibly. Delays in gross motor skills
limit a child‟s ability to explore the
environment which further delays cognition.
Children with Down syndrome frequently
display challenging behaviors. They show
higher rates of attention problems, social
withdrawal, noncompliance and compulsive
behaviors. From early infancy on, escape
and attention motivated challenging
behaviors involving noncompliance and
misuse of social skills are common.
Challenging behaviors result in reduced
learning and social opportunities.
What this really tells us is that children with Down
syndrome are primarily visual learners. They have
great difficulty learning from listening. Therefore,
all learning material must be paired with visuals
and/or sign language as a visual cue.
Reagan has always had good language skills and
communicated her needs quite well so we had no
need to learn sign language. Teaching to her visual
learning style, with frequent repetition, while
keeping learning errorless were the keys for her in
consolidating concepts. Homeschooling has been
such a gift to us! It has given us the ability to
implement what the research tells us about learning
and Down syndrome.
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Chapter Six
Individualized Education Plans
Every summer I take the time to write and
Individualized Education Plan (IEP) for the
upcoming school year. Because my daughter has
Down syndrome, she does not learn at the same
pace or in the same way as typical learners.
I find creating and IEP helps to keep me on track
and focused on meeting my child's needs in
thoughtful, reasoned way. A few days during the
summer focusing on setting goals, breaking down
skills - creating a plan for the coming year sharpens
my sense of where we have been, all that my
daughter has accomplished and where we are going.
Are IEPs required for those homeschooling
children with special needs? There is no legal requirement for homeschoolers to
create an IEP for their child with special needs.
Doesn't every homeschooled child have an IEP? There is a certain amount of truth to this statement.
Homeschooling does provide an environment where
each child receives and individualized education
based on how they learn and allows them to learn at
their own pace. IEPs are intentional in thought and
purposeful in achieving individualized goals for
areas of weakness and any deficiencies in academic
skills.
Why write and work with an IEP if it's not
required? Developing an IEP for children with special
learning needs is beneficial to the parent and the
child with special needs.
1. It allows us to plan goals for the future and ways
to meet these goals.
2. It allows us to break down goals into short-term
objectives (more manageable pieces)to implement
our plan for the child.
2. It also provides for instructional direction. What
are we going to concentrate on this day, week,
month, year. The IEP allows us to address how we
going to teach skills and concepts.
3. It is documentation of your child's progress in the
event of inquiries.
I create simple checklists for the skills/concepts we
are working on. When a skill/concept is
consolidated, I get the simple pleasure of dating it
and checking it off!
Sounds time consuming - Is it worth the effort? For me, it has been a huge time saver! Yes, it does
initially take time and effort to create but then I
know we have a plan and I don't have to waste time
deciding what we are going to do, look for
materials, give a great deal of though to breaking
down skills. It's already done!
Also, if you are required to report hours/days
schooling to a state or local authority, time spent
working on IEPs count as school hours.
Domains IEP's generally include the following academic
areas or domains: Language, Reading, Math,
Perceptual Skills, Writing or Pre-writing Skills,
Fine and Gross Motor Skills.
You can also include domains such as life skills,
social skills, self-help skills and/or character
development
What kind of information should be on an
homeschool IEP? The IEP should have the following information:
1. Present skill level or present level of
performance. This can be documented on a
developmental inventory.
2. Long-term goals for any areas of weakness or
deficiency. These should be reasonably
accomplished over the next twelve months.
Challenge your child-he/she will achieve goals.
Decide what your priorities are with realistic
expectations. Long-term goals are generalized,
broad-based such as "Charlotte will increase in
receptive language skills." There may be more than
one long-term goal per domain or skill area. If you
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meet your goals for the year, set up more goals. An
IEP should be fluid, always moving forward. Do not
be afraid of moving a goal that has not been reached
into the next year's IEP.
3. Short-term objectives to meet the long-term
goals. These should be specific, concrete, well-
defined objectives tailored to meet your child's
individual needs and based on their long-term goals.
These are the daily steps you take to educate your
child. Each objective that you meet brings you
closer to your long-term goal. Use these short-term
goals as benchmarks to show the mastery level your
child is expected to have at certain times of the
year.
4. Methods and materials to meet these goals and
objectives. These could be items/games made by
the home educator, specific curriculum or other
resource to implement your individualized program.
5. An evaluation to measure progress. You need
to define how you will know your child is making
progress. With some thought most skills can be
broken down as a task analysis. Task analysis
involves identifying a skill, determining an entry
behavior, analyzing the skill and recording the
sequence of task events into small observable
components and sequencing the skill. Some skills
can be observed and recorded in a daily journal or
log. Written tests may work for the older or able
child. We must be careful not to compare our
children with other children. Let us measure their
progress as individuals. Measure your child against
their own baseline.
6. List of resources or curriculum used for the
school year including resources for outside
therapies such as occupational therapy, speech
therapy, or physical therapy.
Schedule/Journal I have found it helpful to display our short-term
objectives in a a weekly schedule/journal that I
work on every Sunday afternoon. Using a master
created with my word processor (to keep things
simple) it can be accomplished with little time and
effort. I base our daily schedule the outcomes of my
brief daily evaluations for the previous week and on
my vision for the coming week. I ask myself what
skills/concepts need more repetition to cement the
skill/concept or look at whether or not we can move
on to a new skill/concept. I've been using the same
master schedule/journal format since we began
formally homeschooling. Once it is set up all that
needs to be done is fill in the blanks!
For each day I list:
1. Subject and resource/curriculum
2. Objective
3. Brief evaluation
4. Skill/Concept in the review cycle (unique to the
child) for the subject.
We do not necessarily stick to the schedule
absolutely but it is our guideline for the day.
Each IEP is unique for each child to meet your
child's needs but you will probably find that
children with Down Syndrome have common
learning differences. No one IEP will be appropriate
for all children with Down syndrome. The IEP
process will help move your child toward maximum
independence by keeping focus on your goals for
the child's academic and functional growth.
Developmental Inventories/Scales
Children with Down syndrome usually have very
scattered skills – age appropriate in some domains
and delayed in others They tend to learn best when
we build on the skills they have and target their
interests.
A developmental scale or inventory easily lets us
find out where our children function and let us set
goals (short-term & long-term) to aid us in their
growth and development and academic skills.
I have always used the developmental inventories
and curriculum available from VORT. They are
most famous for their HELP (Hawaii Early
Learning Profile) series. They have inventories and
curriculum for all ages and stages --- even one for
children with special learning needs. The BCP
covers the developmental ages 1 - 14.
I have been very happy with VORT through the
years. I mainly use it as a tool for setting goals but
16
have used the curriculum to break down skills for
teaching. It is a great tool if you feel the need to
write your own IEP. I like to write an IEP to keep
ME on track.
I know other families who use The Brigance. The
Brigance is a screening tool only and doesn‟t offer
help for skill development. I have to admit I found
the cost of The Brigance prohibitive.
Resources Home Schooling Children with Special needs by
Sharon Hensly
Strategies for Struggling Learners; A Guide for the
Teaching Parent
By Joe P. Sutton (ISBN: 0-96456840-3) Out of
print but available at many libraries.
The IEP Planner by Jim and Debby Mills
Helps for Special Education Teachers, Curriculum
and Activities to Promote Basic Skill Development
by Eileen Shaum
Resources for Goals HELP Series and Assessment Strands from VORT
BCP Instructional Activities and Record Booklet
from VORT
(The VORT products are my favorite)
The Brigance
You can rent this from Homeschool Legal Defense
Association
Skills Evaluation by Rebecca Avery, ISBN:
1580958842, Out of print.
Learning Objectives for Grades Kindergarten
Through Eight, published by Hewitt
Homeschooling
17
Chapter Seven
Learning the Basics – Reading, Writing and Arithmetic
I‟ve given you lots of information on how children
with Down syndrome learn and resources for
curricula (more in the appendices) that have been
know to have success. When it comes to learning,
our children‟s progress is quite dependent on our
methods of teaching. Teaching to the child‟s
learning strengths, using errorless learning –
especially in the early years - will lead you on the
path to learning success.
For emphasis, I‟ll repeat what has been found to be
important in working with children with Down
syndrome:
Visual aids in the form of pictures, drawings, text,
manipulatives, and/or sign language.
Hands on activities work well for young learners
Errorless learning/teaching is essential for
successful learning experiences
Language - use language they know and
specifically teach new vocabulary
Scaffold skills - build on what they know,
scaffolding in new skills/concepts
Break down skills/concepts into more manageable
chunks
Practice step until mastered.
Anticipate spending more time on each
skill/concept than with a typically developing child
Repetition - frequent repetition necessary for
consolidating skills
Review of skills/concepts
Positive attitude - bring a positive attitude to the
learning environment.
Application of these methods will lead you and your
child to growth in skill/concept development,
knowledge
Reading
Did you know that it is only within the last 20-25
years that attaining some level of reading ability has
become a goal for children with Down syndrome?
How far we have come!
Reading is a relative strength for children with
Down syndrome. Given their visual nature, they
often find early success in sight word reading.
Success in reading is associated with advances in
cognitive ability, vocabulary, grammar and visual
and short-term memory. Despite those wonderful
benefits we should teach reading for the sake of
reading itself. Reading contributes greatly to
functional competence and will provide pleasure
throughout the individual‟s lifetime.
There is a profile within the typical learning profile
(strengths and weaknesses) for children with Down
syndrome for reading.
Reading profile for children with Down
syndrome:
Strength
Word identification
Weaknesses
Word attack (decoding) skills
Comprehension
I‟ll go into more detail on reading and Down
syndrome in the next chapter.
Math
The acquisition of math skills is known to be
difficult for children with Down syndrome. They
do far better in acquiring reading skills than with
math skills. DeAnna Horstmeier, Ph.D., author of
Teaching Math to People with Down Syndrome and
Other Hands-On Learners, found her adult son with
Down syndrome was more handicapped by his
deficits in math than any other factor!
So, what are we to do as homeschooling parents?
There is very little research available regarding
18
math skills and Down syndrome. Our fall back is
the above list!
Learning math requires carefully structured lessons
with skills/concepts broken down to teach step-by-
step, demonstrated, and then practiced daily until
the step or skill is mastered – and then the step or
skill/concept should go into a review cycle.
Repeated use will keep skills fresh and easily
recalled.
It is very important to specifically teach the
language of math. The language of math can be
very confusing. Look at how many ways we speak
of the answers in working addition problems – in
all, altogether, sum, and total. We need to be very
intentional in our teaching to reduce confusion in
our young learners.
Children with Down syndrome learn very little
incidentally – especially when it comes to math. As
math becomes meaningful and useful in everyday
life, the child‟s interest will grow. They will need
plenty of opportunities to learn and ongoing
meaningful practice.
Writing
I once read from a physical therapist that a typically
developing child has to write a letter approximately
130 times for it to become rote. Due to fine motor
issues I would expect children with Down
syndrome to take much longer for letter writing to
become rote. Handwriting without Tears is a
wonderful writing program for our children with
Down syndrome. When teaching letters, give each
letter a scripted plan for the letter. Every time the
child practices a letter, use the same words in the
same order to make the letter – a rehearsal strategy
– to guide them in writing the letter. Soon they will
be repeating the script and writing the letter
independently!
I have never pushed Reagan in her writing
skills. We do it every day until I feel she has given
me her best. When she gets tired, I stop. Writing is
difficult for children with Down syndrome I want
writing to be an enjoyable activity. I give her work
that is meaningful to her everyday life to keep her
interest in the skills needed as an adult.
If your child finds writing to be frustrating, do
consider beginning keyboarding skills early. This is
a world of electronic data transfer so those
keyboarding skills will be quite important to our
children.
Back to the Basics
Learning the basics for children with Down
syndrome means sticking to the basics for longer
than with a typically developing child. It takes
much longer (and many more learning trials) for the
child with Down syndrome to progress in
skill/concept development. Structured, daily
instruction with lots of repetition will lift our
children beyond their mental age. Older children
with Down syndrome generally have mental ages
that range from 4-6 years of age and adults
generally have the capabilities of an average of 6-8
year old.
19
Chapter Eight
Reading and Down Syndrome – Early Learners
Teaching Reading Early (0-3)
Did you know reading and children with Down
syndrome is a controversial subject? Sounds pretty
benign doesn't it? Families tend to fall into two
groups - those who teach reading early and those
who wait until a more typical time in a child's life -
the elementary school years. I thought I might share
what I've learned about reading and Down
syndrome and explore the different options.
Much of our time during infant and toddler years as
parents of children with Down syndrome is
generally focused on health issues. Approximately
45-50 percent of our children are born with heart
defects. About another 7 percent are born with
gastrointestinal defects. Many present with feeding
issues. Respiratory issues are prevalent due to
lowered immune response. Most of our energies as
parents during those early years are focused on
getting our children beyond these health issues to a
healthier place for our children.
During the infant/toddler years the focus of most
professionals and parents is on the most obvious
delays – delays in gross motor skills. Our children
are normally delayed in reaching the typical
milestones of the infant/toddler years. They sit at an
average age of 11 months and walk on average at 26
months.
Speech Therapists during the infancy and toddler
years are focused on feeding skills and/or sign
language skills. How many parents are counseled to
begin teaching reading?
I really want to encourage every parent who has a
child with Down syndrome to consider beginning to
teach their child to read during late infancy and the
toddler years. Because our children are so visual
they easily learn to read words syndrome that are
meaningful (words they can say or sign) to them. In
the long run, teaching reading early eases their entry
into the world of literacy and gives them a great
head start!
The technique is easy and only takes a few minutes
a day. There is no need to buy expensive programs
– all you need is a bold marker and poster board.
The following method is familiar to those who use
the neurodevelopmental approach and excerpted
from Teach Your Baby to Read by Glenn Doman.
Length of play (reading flashcards) is very short. At
first it is played 3 times a day. All sessions must end
before the child wants to stop. This way the child
will enjoy the sessions and want to play the reading
game and the parent is nurturing vs. destroying the
child's natural desire to learn.
Materials
Stiff white cardboard (poster board) – ready made
note cards are just too small.
Words should be lettered w/felt tip maker – red is
recommended..
Printing should be neat, clear, and have consistent
plain lettering style, large letters (5 in by 4 in with
1/2 in between letters.
Margins should be at least 1/2 in. all around.
Printing should be lower-case letters unless the
word is a proper noun.
The First Step (Visual Differentiation)
First words:
Pick 15 words of high interest or familiar, start
w/mommy, daddy, names of family members, pets,
favorite foods, objects in the house, favorite
activities.
Sessions
Pick a place with little/no distractions.
Work only when the child is in a good mood.
Hold up the word mommy, say "This says
mommy." Give the child no ore description and do
not elaborate. Hold up the next card, daddy, and
repeat the process. Show 3 other words. Do not ask
20
your child to repeat the words. After the fifth word,
give your child a hug & kiss with lots of praise.
Repeat session 3 times/day, at least 1/2 hour apart.
Sessions should last no more than 3 minutes.
Always end the session before the child is ready to
end it.
How hard does this sound! Doman's book will give
your greater detail on how to proceed with this
method. Several people have developed materials
using Doman‟s method to assist the parent in
teaching their children to read including
eReadingPro.
Another early reading tool for birth to age 3 – Love
and Learning
Though it is convenient to have ready made
curriculum for reading, the cost of these programs is
a bit out of reach for many families - especially
during economic downturns as we are experiencing
now. Doman‟s reading method is cheap, easy to use
and successful!
21
Chapter Nine
Reading and Down Syndrome – Primary Years
Elementary School Age
As I‟ve said earlier, I did not have internet access
when my daughter with Down syndrome was in her
infant/toddler years. I did not have access to
information about early reading and Down
syndrome so we began teaching reading when Miss
R was about 5. Teaching Reading to Children with
Down Syndrome by Patricia Oelwein was my first
purchase from the Woodbine House series Topics in
Down Syndrome. This book was the first book to
give me insight into how children with Down
syndrome learn and began my quest for more
information specific to learning and children with
Down syndrome
As most of you know, Teaching Reading to
Children with Down Syndrome, uses a combined
approach - sight words moving into phonics in the
form of word families. The games used in the books
are interesting and fun – a perfect method for older
children. This method uses errorless learning so our
children not only have fun but they are successful.
Homeschooling moms tend to be purists – phonics
is the only way for their kids! I had one mother say
she was purposefully not teaching her child with
Down syndrome sight words – which made me very
sad. I want to suggest that perhaps we put our pride
behind us when teaching our little ones with Down
syndrome to read. Don‟t get me wrong, I‟m not
suggesting that we don‟t teach phonics to our
children with Down syndrome. I am saying that we
need to consider that our children with Down
syndrome have auditory processing issues – they
have difficulty with remembering and sequencing
sounds vs. remembering what they can see.
Children with Down syndrome tend to have
difficulty blending sounds because they often have
short-term memory difficulties. Word families
remove that difficulty because they learn words in
chunks (visual) vs. blending letter sound by letter
sound through the whole word. In other words, they
struggle to read a word instead of a smooth path
with each word from beginning to end. Struggling
will lead to distaste for reading and most likely lead
to avoidance and behavioural issues and we don‟t
want to go there! Nurturing a love of learning and
keeping them successful will keep them coming
back for more.
Another thing I might mention related to reading are
those reading readiness skills. Most are related to
auditory processing issues – a definite weakness for
most of our kiddos with Down syndrome. Most of
our children will learn to read without them!
Back to my learning profile and children with Down
syndrome -- research suggests a distinct profile of
areas of strengths & weaknesses within literacy
skills in children with Down syndrome. This profile
includes stronger word identification skill, poorer
word attack skills and poorer comprehension.
Obstacles for sure but not something we can‟t work
on throughout their education!
Again, I‟m not suggesting that phonics are
unimportant, as our children get older they will use
those skills to help them identify words hey may not
know. Every strategy we teach them will be
important to their functional competence as adults.
Just be sure to keep moving forward where they are
successful – for most children sight word reading -
while teaching phonics!
An excellent sight word reading program used by
many homeschooling moms (and the public
education system) is the Edmark Reading Program.
Edmark uses errorless learning to teach children
with special needs to read – guaranteed success for
most children with Down syndrome. The software
version makes a homeschooling mom's life so much
easier! For more reading curricula suggestions see
this.
A great overview of teaching reading from
DownsEd is found here. While you there, take a
look at their See and Learn materials.
22
Chapter Ten
Motivation and Errorless Learning
One of the most often missed keys to overcoming
obstacles to learning in children with Down
syndrome is the use of errorless learning. There was
a period in Reagan‟s life when I was looking for
ways to lift her out of the preschool stage. I call it
an era because it seemed to go on forever! This key
discovery, the errorless learning technique, lifted us
beyond the preschool era into the elementary phase!
I would like to talk about errorless learning and the
connection to motivation issues, how they impact
each other and what we can do to create a more
optimal learning environment for learners with
Down syndrome.
Motivation
Reagan is, like most children with Down syndrome,
extremely sensitive to failure. She hates to fail.
Period. As an adolescent, she has better tools to
meet failure with and works to persevere on most
tasks but it hasn‟t always been this easy.
I often questioned my contribution to this problem
as we moved through the early learning years. As I
looked back, even to infancy, there was little I could
have done to prevent this sensitivity to failure. Let‟s
look for a moment at our infants/toddlers with
Down syndrome.
Even very young children with Down syndrome
meet many experiences with failure. Decreased
muscle tone, common in children with Down
syndrome, results in ineffectual movement. Speech
and language delays, along with articulation
difficulties result in ineffectual attempts at
communication. Did you know that self-evaluation
of competence occurs in early stages of
development before the child can express
themselves verbally?
So, I guess it is really no surprise when we see our
children develop strategies to avoid failure. Patricia
Oelwein writes in her book, Teaching Reading to
Children with Down Syndrome, (pp. 23 – 25 ) as to
the lengths our children will go to avoid tasks that
are too easy or too hard – from the misuse of social
skills (taking advantage of the extra chromosome
cuteness factor) to acting out behaviorally.
Given our children‟s frequent exposure to failure
they commonly have decreased motivation when
learning new skills and concepts. Decreased
motivation, along with inefficient learning
processes (perhaps related to cognitive abilities and
auditory processing difficulties) in children with
Down syndrome, contributes significantly to
obstacles to learning in our children.
So what is a parent (especially a homeschooling
parent) to do? In our experience, we began to look
for ways to guarantee successful learning
experiences which make for more efficient learning.
How can we keep our children motivated? Give
them positive, successful experiences! Success
feeds motivation!
Errorless Learning
Errorless learning offers our children success
learning experiences without failure. It is defined as
teaching new tasks by guiding the child through
each step of learning a skill or concept correctly, not
allowing them to fail. As the child becomes more
capable, the prompt or cue can be reduced until it is
not needed.
The key to errorless learning is errorless teaching.
Errorless teaching uses the same language – a script
- with each lesson and repeating the process several
times (as long as it takes) following the same steps,
in the same order, using the same words while using
some sort of visual input (picture or possibly sign
language) to incorporate what is most often our
children with Down syndrome learning strength.
Hopefully, this method will develop a strong base
for higher levels of learning such as problem
solving with a trial and error approach. One thing I
have learned along this homeschooling journey is
that allowing Reagan to make a mistake encouraged
23
her to repeat the mistake and then incorporate the
mistake or error into her knowledge base.
The most familiar errorless learning technique is the
matching, selecting, & naming technique taught in
Teaching Reading by Pat Oelwin. Children with
Down syndrome are guided throughout the process
of learning new words without failure. Very
successful and very exciting for the young reader!
Suggestions regarding the use of the strategy of
errorless learning:
Be sure to have the child's attention...some children
need training to attend.
Use language that is understood by the child.
Develop a script to use when delivering lessons.
Teach any unfamiliar language using errorless
teaching/learning.
Target skills you want to teach. There are several
developmental skills lists that will help decide what
your child needs to know when. Take into
consideration the child's interests.
It is important to break down even the basics into
small steps. Teaching the plus sign for addition
requires the teacher to name the sign and the child
to match, select, then name it such. Children with
short-term memory problems - where errorless
learning is most needed - need practice at every
step.
A key to learning for those children who have
developmental delay, learning difficulties, attention
problems, is to work only as long as it is fun and
interesting. Once they reach a level of fatigue or
boredom it is time to switch gears and move onto
something else.
Always keep learning sessions positive. The parent
or teacher‟s attitude is extremely important. No
matter how many times you have taught the lesson
or what you mood is at the moment, keep the lesson
positive and uplifting. Our attitudes are quite
apparent to our children and impact
learning....especially children with Down syndrome.
As you may know, they are very sensitive to our
moods and feelings.
If you reach a point where the child is frustrated or
unsuccessful, bring the lesson back to a successful
place before ending the session.
Sincere, appropriate praise is important to children.
Modeling is important to many skills....show the
child how to complete the task. For example, hand
washing has many steps and will need much
practice for many of our children to complete
independently. Sometimes physical support is
necessary...hand over hand for skill development.
Don‟t forget to fade the support, prompts and cues
with success.
Patience, patience, and more patience is needed for
teaching our children with special needs. If I child
does not appear to be getting it then often times it is
not their fault...or the teachers! So many factors can
impede the learning process...memory issues,
processing issues. Sometimes their development is
just not at the right place for learning a concept and
can be returned to at a later date. I have been
amazed when returning to a concept that I put aside
for lack of progress only to find that somehow
something clicked and Reagan has incorporated the
concept!
Errorless learning can be used with very young
learners to the more sophisticated of learners. It can
be applied to most concrete learning. Some
examples would be:
Learning colors
Learning letters
Learning letter sounds
Sight words
Math concepts
Learning numbers
Money Skills
Telling time
"Wh" questions
The list can go on & on....
Example of errorless teaching
One simple example - when introducing shapes
show the child a picture of a circle, use whatever
24
script you develop to teach such as “This is a circle.
A circle has no corners.” Present the same visual
and script for as many times as necessary and soon
the concept will be incorporated and you will hear
your words repeated back to you!
25
Chapter Eleven
Routines (The Groove)
The groove is so important to individuals with
Down syndrome that the groove is addressed in
Down Syndrome: Visions for the 21st Century,
edited by Cohen, Nadel and Madnick, p. 228
"A groove is simply defined as a set pattern or
routine in one‟s actions or thoughts. In the general
population, this tendency may be considered
obsessive-compulsive disorder but in the individual
with Down syndrome, it provides them with
structure and order. The groove allows people with
processing disorders (common in Down syndrome)
to have more control over their lives."
When I first discovered the presence and
importance of grooves in my research about people
with Down syndrome, I noted the fine art of the
groove in my daughter‟s life. The groove allows her
and her very set routine to accomplish the activities
of daily living, her school work and recreational
time in a set order where she doesn‟t have to think
about it.
The groove is so common in individuals with Down
syndrome it is also mentioned in Mental Wellness
in Adults with Down Syndrome: A Guide to
Emotional and Behavioural Strengths and
Challenges by Dennis McGuire and Brian Chicoine,
has devoted a whole chapter to these characteristic
behaviors. Do not wait until your child is older to
get this very important book. It speaks to many
issues common to children/teens/adults with Down
syndrome, such as challenging behaviors, autism,
self-talk, memory issues and much more.
The groove - routine and structure are important to
individuals with Down syndrome. The groove
allows them greater freedom and independence
within the known routines.
Individuals with Down syndrome thrive with a set
routine.
Routine and structure are also important to the
homeschooling household. Without a routine in our
home, little would get done.
Routines are important to typically developing
children too!
Routines are important for all of us!
A few suggestions for families homeschooling a
child with Down syndrome regarding routines and
motivating the child to work within the routine:
Develop a routine and stick to it. It is important that your child knows what to expect
every day. Soon you‟ll find that your child will
remind you what is left to be done.
Devote yourself to the routine. Most of the distractions to our day came from the
telephone. Train yourself to avoid those distractions
until what you need to accomplish as far as school
is complete.
Make a visual for the child to refer to as the day
progresses. Initially, I would just use a daily schedule. As the
child understand the rhythm of the day, move on to
weekly and monthly schedules.
Prepare the child well ahead of time of any
changes. Again, the groove. Changes in routine may cause
anxiety in the child with Down syndrome. There
will much less anxiety if any changes in the daily
routine are talked about and placed in the weekly
schedule.
School is not a choice. Reagan has never known that she has a choice as far
as doing her school work. It is something that
happens every day. She does have choices about the
less important things in her life but reading, writing
and arithmetic are to be done daily.
26
Plan ahead. Every Sunday I take the time to plan out our week. I
plan and I gather materials so that when it comes
time to start our day, I‟m not running all over trying
to find things while my child loses interest.
Speaking of planning Plan all those necessary errands and
physical/dental/therapy appointments after school
hours.
Make fun a priority The daily routine should consist of things the child
enjoys inside the work day. Choose the right high
interest materials to make learning fun.
Learning should be meaningful. To keep the child engaged, learning should target
the child's interests and build on what they know.
New skills and concepts should be broken down
into smaller steps to build on. As the skills/concepts
are practiced and consolidated, add another step.
Consider rewards I know you‟re thinking food but I am not! Sincere,
appropriate praise will be genuinely appreciated and
will go far in keeping with the flow of the day and
the child's willingness to participate.
Use that wonderful parent – child relationship as a
reward for you both. How about a little cuddle time
on the couch with mom and a good book? Our
visual learners all love a little computer time or a
DVD for a good school day and a job well done.
Speaking of rewards. Sprinkle rewards throughout the day as necessary.
More frequent rewards may increase motivation to
stay with the scheduled day.
27
Chapter Twelve
Visual and Verbal Memory and Down Syndrome
Growing Memory Skills in Young Learners with Down Syndrome
Children with Down syndrome are well-know for
their relative strengths in visual memory and their
deficits in auditory (verbal) processing skills.
Auditory processing is a complex issue for our
children with Down syndrome. In this post, I‟m
going to concentrate on the short-term auditory
memory aspect of our children‟s difficulty in
auditory processing. It is something tangible we can
work on in our everyday interactions with our
children.
Let‟s take a moment to define what we are talking
about:
Visual Memory refers to remembering what you
see
Auditory Memory refers to remembering what
you hear.
Activities to Strengthen Processing Skills
Activities for young children should be fun and
engaging. When choosing activities, start with the
lowest level of difficulty to gage your child's skill
level. We want our children to be successful with
the following memory skill builders or “games.”
As you begin memory training, your child may need
cues to be successful in completing tasks. They may
need to learn the game so give them plenty of
practice learning the games. Build to higher levels,
increasing in complexity, as your child finds
success.
Remember, that sincere appropriate praise is a
great motivator!
Visual Memory Activities
Visual Memory is a relative strength in children
with Down syndrome. This channel is not
completely intact so working to strengthen visual
memory is important.
Concentration Games You will need two sets of color cards: make a
sequence of two color cards (red-blue). Have the
child look at these for a few seconds. Then turn the
cards over. Given some other cards, she must pick
out the two that are hidden. Increase to three and
more colors as she is ready. Variations: Play with
objects, number cards, letter cards, picture cards, or
block shapes
Another variation of the above game: Use one set of
color cards. Make a sequence of two colors (ie. red-
blue). Allow your child to look at these a few
seconds. Then turn the cards over. She must then
touch each card and tell you orally what the card
color is before turning it over to check. Again this
can be played with objects, number cards, letter
cards, picture cards, or block shapes.
Games marketed under the trade name Memory - or make your own. This games involves pairs of
pictures-shapes, letters, colors, animals etc. The
cards are placed face down. Pick a card and try to
remember where its match is located. Start with just
a few pairs and build as skills allow.
What's missing? Place 2-3 objects or pictures in
front of your child. Have him/her look at the group
and name each object. Have the child close his/her
eyes, remove one object. Identify the missing
object. Increase the level of difficulty as your child's
28
skill level improves.
Identify what is missing from known objects drawn
on paper. For example, draw a face without a nose
and ask what is missing.
Sequencing & pattern activities. Reproduce
patterns of colors, shapes, pictures. Continue a
pattern after several sets are given.
Hide the peanut or some other treat. Hide a peanut
under a cup. Use a set of two or three cups and your
child must find the peanut after you slowly move
them around.
Recreate drawings from memory. At the beach or
create your own "sand box" with sand or salt poured
into a flat container. Draw a simple picture, letter,
shape, wipe it away, and have your child recreate
the drawing.
Auditory Memory Activities
Children with Down syndrome have deficits in
short-term memory. They have a difficulty
remembering what they hear which leads to delays
in talking, processing spoken language, for reading
and math. (1)
These activities should help to strengthen verbal
short-term memory skills.
Repeat a sequence of two numbers given verbally,
one per second. Have the child repeat what you say.
Increase to three and more as he/she is able.
Variation this can be played with names of people,
animals, toys, verb words, and letters.
Note: When my daughter was young we found
repeating numbers to be confusing to her. She had
difficulty ordering numbers in the proper sequence
for what seemed to be a long time. We only played
auditory memory games with the variations found
above.
Verbal Commands. Place some toys in another
room. Tell the child to get the doll. The child has to
hold the command in her memory and bring back
the doll. If she can do one toy, tell her two toys to
bring back.
Given three pictures, you verbally tell the child
what order to put them in.
Tell the child to clap his/her hands. Then give her
two commands to do (clap and jump) Work up to
giving her a sequence of three things to do.
If the child can draw, tell him/her to draw items.
Keep them simple at first: a red ball, a green square
and so on. Increase in complexity over time. The
child will have to hold the instructions in their
memory as they complete the task.
Repeat a series of sounds: Clap, Clap increasing in
number with success, ie. Clap, Clap.....Clap
Create an obstacle course in your house or
outside! Describe the way you want your child to go
through the course in 1, 2, or 3 parts depending on
his/her developmental level. For example, go
around the chair, jump over the pillow, crawl under
the table.
Act out simple stories/nursery rhymes. Read a
simple story or nursery rhyme and act it out or have
him/her tell it back to you sequentially. You may
have to break the story down after reading it to your
child until his skills increase.
Play the shopping game. Ask the shopkeeper (your
child) for a series of food items. Begin with one or
two and work higher as he/she progresses. Let them
help you remember your list when you visit the
grocery store.
Treasure Hunt. Have your child retrieve a series of
"treasures" from another room.
Sequence activities of daily living. Repeat the
activities of the day or an activity with several parts
and have your child "help" you with what comes
next. This will seem quite natural when relaying the
days events to daddy over dinner.
Helping around the house. When preparing dinner
have your child get a list of needed items i.e. salt,
pepper, napkins, for the table. Repeat the series as
needed to encourage success.
Repeating sentences. Start with simple phrases and
29
increase length of utterances. For example, red ball
or brown chair. As skills improve-The big ball is
red. The brown chair is hard. If your child hears
well, make it fun and whisper.
Teaching organizational skills will also help with
memory skills. In the early years teach sorting by
color, shape, & size. As they sort according to
classification i.e. food groups, function, etc. Don't
forget oddity tasks...what doesn't belong to a certain
group.
For more information:
1. Down Syndrome Issues and Information,
Memory Development for Individuals
withDownSyndrome by Sue Buckley and Gillian
Bird
2. Early Communication Skills for Children with
Down Syndrome by Libby Kumin
-----------------------------------------------------------------------------------------------------------------------------
Note on long-term memory:
It is interesting to note that the long-term memory
of individuals with Down syndrome is relatively
unaffected. Once skills/concepts reach the long-
term memory they are rarely lost.
Individuals with Down syndrome retain information
that is meaningful (autobiographical memories) and
what is drawn directly from their life – both stored
in long-term memory.
At issue for children with Down syndrome is the
instability in learning and getting concepts from
short –term memory into long-term memory.
30
Chapter Thirteen
Down Syndrome and Challenging Behaviors
If you are a parent with a child with Down
syndrome, you might know our kiddos show higher
rates of challenging behaviors than their typically
developing peers. Challenging behaviors common
to children with Down syndrome include
wandering, attention difficulties, inappropriate
social behaviors, noncompliance, and compulsive
behavior.
Did you know that many children with Down
syndrome do not respond to typical parenting
styles? As parents, we often use negative
consequences (time-out, spanking, punishment) for
inappropriate behavior. In many cases, using
negative consequences with the child with Down
syndrome can exacerbate behavior issues!
Reagan was one of these kids. Like many children
with Down syndrome, she has quite the delightful
personality. She is kind, thoughtful and affectionate
most of the time. She is right there when someone is
in need to offer her love and support. I don't think
she has a malicious bone in her body but we have
faced many challenging behaviors. Challenging
behaviors in children with Down syndrome tend to
be complex in nature - related to
processing/language difficulties, fear of
failure/motivation, cognitive issues, lack of choices,
etc.
For Reagan, the most challenging behaviors stem
from her highly stubborn nature. I think every
parent of a child with Down syndrome deals with
what appears to be an exaggerated stubborn streak.
Negative consequences did nothing to change her
patterns of behavior.
As a homeschooling parent, I took our discipline
issues very seriously. After all, without control of
challenging behaviors and discipline (on all parts)
we cannot effectively educate our children at home.
Reducing challenging behaviors had to become a
priority if we were to continue on our
homeschooling journey.
In my research, I found that children with Down
syndrome respond better to positive behavior
supports which encourage appropriate behaviors.
Little things like sincere praise, positive attention to
appropriate behaviors, and rewards made a huge
difference in effecting changes in behavior.
My parenting patterns had to change to effect
changes in Reagan‟s behavior. I had to be much
more creative in parenting this child to make our
home environment more conducive to learning and
her behavior outside the home socially acceptable
so that learning and social opportunities were more
available to her.
I learned about looking at behavior in the context in
which it occurs. I learned about A-B-C
(Antecedents – Behavior – Consequences) patterns
to look for ways to effect changes in behavior.
I learned that ridding a child with Down of problem
behaviors often takes more learning trials than it
would with a typically developing child.
I learned that you must teach the child exactly what
you expect. Most young children with Down
syndrome learn little incidentally (by example) -
appropriate behavior must be explicitly taught and
modeled. Skill building vs. trial and error which can
lead to frustration and even embarrassment!
The younger child may benefit from a pictorial
guide to refer to when placed in known difficult
situations as a reminder of what is expected. In the
school age child, social stories are often used to
teach social skills to children with special needs but
can be adapted to address challenging behaviors in
the child with Down syndrome. They are easy to
create on a word processor and can be tailored to
the unique needs of the child.
I also ran across a book that I recommend to every
parent with a child with special needs, Steps to
Independence, Teaching Everyday Skills to
Children with Special needs, by Bruce L. Baker and
31
Alan Brightman. This book not only speaks to skill
development but has several chapters devoted to
behavior and positive behavioural support. The
book does not specifically target children with
Down syndrome but I have found it to be an
invaluable resource!
At 14, Reagan understands negative consequences
and I use them effectively as necessary. In the real
world there are negative consequences for
inappropriate behaviors so she finds them at home
too. I think maturity has made a huge difference in
her ability to understand the consequences of her
behaviors and increase her compliance.
Educating Reagan at home has been quite beneficial
in ridding her of challenging behaviors. She is in an
environment where behavior issues can be dealt
with immediately and consistently. As she has
matured and her language comprehension increases,
we can discuss various choices she has as she
problem solves and the consequences of her actions.
She gets plenty of time out in the community - more
opportunities for working on developing proper
behavior and social skills. At times it has been
exhausting - especially in the early years - but
definitely well-worth every ounce of effort! She is
growing into a lovely young lady.
Reagan, like most of us, is still a work in progress.
We continue to work on appropriate behaviors and
social skills in the home and around the community.
It is said that good behavior and social skills are the
keys to success for adults with Down syndrome so
we continue working to become the best we can be!
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Chapter Fourteen
Homeschooling and Down Syndrome – “The Reluctant Learner”
The Homeschooling Parent
Children with Down syndrome aren‟t really
reluctant learners but it may seem that way -
especially in the early years of their lives. What
may appear to be reluctance or resistance is just the
way they try to deal with the complexities of life
with Down syndrome and the obstacles they face in
learning.
Over the years I've had quite a few questions on this
issue. I would like to share a few tricks of the trade.
Little things that have helped me that might help
you. Some are quite obvious but some thought
given to the obvious may garner some new insights
as to the importance of what is obvious and how it
plays into the homeschooling environment.
Children First Children with Down syndrome are children first.
Children are fun and like to have fun. They are silly
and playful so why not play along! My experience
with a child with Down syndrome is that there is
more fun with the extra chromosome! The learning
environment should be filled with interesting and
engaging materials that help make learning FUN!
The Parent As homeschooling parents, we may be
overwhelmed by the obstacles to learning our
children with Down syndrome face. I‟m here to tell
you its all about baby steps. – your own and the
child‟s. Homeschooling a child with Down
syndrome is not that hard – it just takes time and
effort to learn how the child learns, what obstacles
they face and then implement what you have
learned into the child‟s learning environment. You
will learn together to make your home the best
learning environment for your child!
Educate Yourself Be educated and informed. My archives hold a great
deal of information on homeschooling and Down
syndrome. The sidebar to the right has many useful
links. The Riverbend Down Syndrome Support
website is full of research related to how children
with Down syndrome learn and also quite a bit of
information on homeschooling children with Down
syndrome.
Commitment We all go through a research phase when
considering homeschooling our children with Down
syndrome. It is usually a time filled with anxiety –
very normal! We wonder if we are capable of this
huge responsibility. You are! Once the decision is
made to choose the homeschooling option, commit
yourself fully to it. Our children will sense if we are
just experimenting and not fully committed.
Our Approach Are we approaching homeschooling our child based
on their needs? When I was in the research phase, I
feel in love with a literature based method of
homeschooling. Soon I found out that approach
would not be best for Reagan. She does not learn
well from listening due to auditory processing
issues.
So I switched my thinking and approach to best suit
her learning needs. As you know, children with
Down syndrome are visual learners. All information
given verbally should be paired with a visual –
gesture, sign, flashcards, picture cues, the written
word etc.
33
Our Attitude Our attitude is so important to the learning
environment. Our attitudes are contagious! If we
approach our day and school hours with a positive
outlook and enthusiasm our children will too!
I am by nature a quiet, reserved person. Though I do
tend to look at life with a positive outlook, Reagan
demands more of me. She has turned me into a
rather loud and boisterous cheerleader! We feed off
of each other in our excitement and love for
learning.
The Parent – Child Relationship A warm, loving relationship between the parent and
child is essential in the homeschooling
environment. Nurture this and many of your battles
are won! Children with Down syndrome tend to be
very sensitive to the feelings of others. Reagan is no
different. She wants to please me
Latent Gifts? Homeschooling moms might discover a few latent
gifts! Homeschooling may develop some
underdeveloped gifts waiting to blossom!
Patience Doesn't every parent pray for more patience?
Homeschooling a child with Down syndrome
requires patience. Learning often takes longer and
requires many more learning trials than with
typically developing children. Just remember that as
you tire of teaching a skill/concept they are just
beginning to get it. The joy that follows when a new
skill is accomplished or a new concept is
consolidated is glorious!
Creativity Don‟t let your perceived lack of creativity stop you
from considering homeschooling! I don‟t consider
myself the creative type but am surprised over and
over again by what is delivered to me (from above)
that which is needed to get a concept across! New
avenues of delivering more abstract material appear
with perfect timing.
Next, I'll focus on the "reluctant" learner with Down
syndrome.
34
Chapter Fifteen
Homeschooling & Down Sydrome – “The Reluctant Learner”
The Child
In trying to discern what difficulties there might be
in the learning environment which might result in
reluctance or resistance, I always ask myself or
might ask you the following questions:
Health
Are they feeling well? A child who is not feeling
well is not receptive to learning. A child who does
not get sufficient sleep will not be receptive to
learning.
Are their eyes and ears healthy? Vision and
hearing problems are common with Down
syndrome and a great impediment to learning.
Attention to these potential problems is needed with
annual (minimum) physical exams.
Motivation
Is motivation a factor? Children with Down
syndrome are known to have motivational issues
when compared to typically developing children of
the same age. From the time that our children with
Down syndrome are born, they work hard to learn
the skills they need – harder and longer than
typically developing children. They are familiar
with failure and need to be supported in learning
with errorless teaching/learning to feel successful.
Is the child bored? Young learners with Down
syndrome thrive on material given at a fast pace in
an engaging manner. Keep it FUN!
Is the work provided close to the child’s
developmental level? Working closely to his/her
developmental level will make her feel successful
and involved...and motivate her to come back for
more!
Attention
Are attention deficits a contributing factor? Attention deficits are common in young learners
with Ds. Incrementally increasing time and
attention to task is worth the time and effort inside
and outside of formal schooling is well worth the
time and effort.
Is it hard for the child to sit still for learning? Alternate seat work with fine and gross motor
activities. Keep any seat work meaningful. Lessons
should be fairly short and fast paced. Keep the fun
factor high!
Combining physical movement with learning can be
quite helpful and enjoyable.
A friend of mine did “ball school” when her son
with Down syndrome was young. He practiced sight
word reading while bouncing a ball. This markedly
increased his ability to learn new words.
Learning Profile
Children with Down syndrome have a known
profile of strengths and weaknesses to consider in
the homeschooling environment.
Am I teaching to my child’s learning strengths? Children with Down syndrome are primarily visual
learners. Therefore, material presented should be
accompanied by a visual aid.
What about processing deficits? Children with
Down syndrome frequently have auditory
processing difficulties. This makes learning by
listening difficult. Again, visual cues are of the
utmost importance.
Am I using language the child understands? As
parents, we have a greater understanding of the
35
words our children understand. We know they
understand far more than they can express. New
vocabulary should be specifically taught and clearly
defined.
The Learning Environment
Are their any distractions? Is the house free from
noises from the television, radio or adults or other
children talking? Children with Down syndrome are
easily distracted by noise and even visual stimuli.
The Learning Table
Learning does not necessarily happen at a table. In
fact, much does not but I will refer to lesson time as
work done at the table.
Is the work meaningful? Am I building on what
the child knows – scaffolding new skills on top of
what has been consolidated?
Is what they are working on to easy or to hard? Early learners with Down syndrome should be
working close to where they are functioning on the
developmental scale you are using – again, building
on skills they already have.
Am I breaking down the task/concept in to
smaller bits so that the child can understand the
task/concept? With many concepts/skills, we have
had to break them down into smaller steps and
spend extra time on them. Breaking down
skills/concepts gives meaning to the task as each
step is mastered.
Am I providing enough repetition for the
mastery of skills and concepts? Frequent input
and plenty of review are the keys to consolidation
of learning.
Am I giving them enough practice at new skills
and concepts? Often a wide variety of materials,
rotated throughout the week to reinforce new
skills/concepts are necessary to consolidate
learning.
Am I taking into consideration the child’s
interests? In bringing the child‟s interests into the
learning environment, the most mundane of tasks
takes on interest. Is the curriculum a good fit?
Concept oriented materials with a hands-on, visual
approach works best for the early learner with
Down syndrome.
Challenging Behaviors
Are behaviors getting in the way of learning? Often times, challenging or inappropriate behaviors
are clues that you need to switch gears. Change the
subject. Change the venue. Go for a walk but keep
the child engaged!
Normal childhood naughtiness or the avoidance
behaviors (cute but socially inappropriate
behaviors) common to children with Down
syndrome can disrupt the learning environment.
Think about positive behavioural approaches vs. the
more common parenting approaches which include
punishments that are ineffective.
Sometimes behavior challenges are of a more
serious nature. If so, those behaviors can be the
greatest obstacle to learning a child with Down
syndrome faces. If necessary, seek professional
support.
Previous Learning Experiences
What previous learning experiences has the child
had? Has the child been removed from the system
recently? Was their previous learning environment
traumatic? You wouldn‟t believe the stories I‟ve
heard from families who have removed their child
from the public school system.
The general rule of thumb for homeschooling
families is that the child will need a month for every
year in the system or adjust (some say recover) to
homeschooling. I think it is safe to say a child with
cognitive impairments will take longer.
In Closing
What seems to be reluctance or resistance on the
part of the learner with Down syndrome can be the
result of many complex issues – none of which are
insurmountable. Persistence on you part will pay
huge dividends!
36
Chapter Sixteen
Homeschool Burnout
If you are considering homeschooling, we might as
well discuss burnout. Late January and February
bring me to a place where I feel totally uninspired –
also known as burnout. I know I‟m not alone. Many
homeschooling moms experience a sense of burnout
this time of year.
What is homeschool burnout?
Perhaps life is not quite so enjoyable. In fact, you
might find all your emotions rather muted.
Irritability is common. Also feeling exhausted,
overwhelmed, discouraged or possibly even
depressed are known symptoms. Symptoms will
vary with each individual. The key is to be aware of
the likelihood of its occurrence before it impacts the
family and your homeschool.
What contributes to this sense of burnout?
For us northerners who face shorter, cloudy days,
bitter cold, ice and snow, the weather plays a big
part in our feelings of isolation from others. It is just
a reality that social gatherings and field trips
decrease because of the weather.
We‟ve got half of the school year under our belts.
Most of the homeschooling moms I know see this
time as a time that we question what we have
chosen to do with our children. We question our
goals and the effectiveness our role as
homeschooling mothers. We question the
effectiveness of our choices. We ask ourselves
questions and ruminate beyond the necessary and
useful point. Are we doing enough? Are we meeting
our goals? Do we need to make changes?
Most homeschooling mothers have high
expectations for themselves. They often find there is
never enough time in the day for all they want to
accomplish – with school, parenting, discipline,
laundry, cooking, cleaning etc. Homeschooling is a
very task-oriented lifestyle lending itself to burnout.
Homeschooling Children with Special needs
Taking the responsibility for homeschooling a child
with special needs may intensify our feelings of
burnout. After all, this is a huge responsibility – our
efforts will impact our child's future functional
competence. We don‟t have a system to rely on or
blame.
We often find ourselves comparing out children
with others with a similar diagnosis in our own
community whether it be in our homeschooling
community or perhaps even a child in the school
system. Are they doing better? Did I make the right
choice? Would my child be better off in the system
with all its supports?
Burnout - What can we do?
Burnout is a nasty place to be. The remedies:
1. Anticipate burnout.
Burnout is common in homeschooling moms.
Anticipate it and you‟ve almost won the battle!
2. Take a good look at your priorities.
Be sure that you are in fact keeping them in the
right order.
-Am I spending enough time with God in prayer
and with His Word?
-Am I giving enough time to my husband? In giving
you will receive.
-Are my children‟s basic and educational neeDown
syndrome being met?
3. After reassessing priorities, choose carefully
where you get involved outside the home.
It is common for others to think just because you
homeschool you are available to meet their needs
and the needs of the community during school
hours. Practice saying no or I'm sorry I just can't do
it -- without explanations.
37
4. Quit second guessing God.
Most of us who are called to homeschool are led
there by a loving Father. If He leads us here, He
will provide all that we need to accomplish His
goals for us and our family.
5. Remember why you homeschool.
Keep your goals for your children close and in the
proper perspective. Are you homeschooling to
instill proper morals and values? Are you
homeschooling because you believe you and your
family are contributing to the need for more strong
soldiers for Christ? Do you think you can provide a
better education for your children than the system
can provide? Do you have a child with special
needs who thrives in your homeschool
environment? Worthy goals - keep your eye on the
prize! I've graduated one well-rounded young lady
who, with her natural gifts, will contribute greatly
where ever she is planted. It was worth every
second!
6. Take good care of you.
I cannot stress enough how important it is to take
care of yourself. Eat right, exercise and get proper
sleep. Your world will be a better place.
7. Don’t compare your children
Don't compare them with each other, family
members or those in the community - especially if
they have special needs. This is probably one of
THE most destructive thing any parent can do.
Compare them only to themselves. Are they
working towards goals that are reasonable and
obtainable? Are they making progress? Sometimes
it is essential to look at the baby steps they might be
taking toward a long sought after goal to find
success. Find it and celebrate it!
8. Work at changing your thought patterns.
-If you are often finding yourself discouraged and
down, try to focus on your blessings. Are you
children healthy, clean, fed – physically,
emotionally spiritually ready for learning? If that is
the case, then learning will occur. They may not
learn all that is on your agenda for the day but they
will be open to the experiences and opportunities
provided.
-Wake up with a thankful heart. Thank God for the
opportunities that He will place before you as the
day unfolds.
-Pray for your children and ask God to bless your
day together.
-Thank God for them and the joy they bring – even
when they are bickering.
-Verbalize all you find in the day to be thankful for.
Soon you will find your children doing the same
and the joy is multiplied!
9. Learn to live with dust bunnies.
One of the hardest things for me as a
homeschooling mom was letting go of my need for
a clean, tidy house all the time. I am a recovering
neat freak. I am a recovering neat freak living with
people who don‟t see what the fuss is about. They
are right of course.
10. Schedule flexibility.
That's right - if you are the obsessive-compulsive
type like me who has a daily schedule, put a little
flexibility in your schedule. Leave time for
spontaneity and discover the joys!
11. Delight in the little things.
A cup of hot tea or hot chocolate with instructions
that mama is taking a few minutes of time out and
take it. My homeschooling friend, Amy, puts on her
red tennis shoes every morning because they bring
her a sense of delight – every day.
12. Make time for the things you enjoy and that
refresh you.
Whether it be a good book or a hobby - do it.
13. Make a list of things to look forward to
-Schedule a date night with hubby – even if it has to
be in your own home.
-How about a game night with the kids?
38
-An occasional mom‟s night out with friends. Real
life friends are important.
-A special dinner once a week with all your favorite
foods.
14. Make a list of projects to take on.
I usually have a winter project because we spend
more time at home. Even if it is just a closet or a
few drawers, it is something outside the daily
routine. It makes me feel productive in a different
way. Involve the kids and it will be more fun! I
don‟t know if the kids will find my winter project
fun – stripping the kitchen wall paper – but you
never know.
15. Explore curriculum choices.
Most of us have homeschooling conventions on the
horizon. Take the time to get excited about next
year, investigate new options/curriculum choices
and make plans on where you want to spend your
time in the vendor hall.
16. Seek out the homeschooling community on
the internet for support.
There are so many wonderful places to find support
on the internet - way to many to list but you might
try The Swap, The Homeschool Lounge, Heart of
the Matter Online when you can't meet with your
local homeschoolers for support and fellowship. I
doubt you can find a homeschooler that has not
experienced burnout. Let others share their ideas to
get through this season.
39
Chapter Seventeen
The Homeschooling Community - Supporting Homeschoolers with Children
with Special Needs
Matthew 25: 31-46
In every homeschooling community you will find
homeschoolers educating children with special
needs. You may not see a lot of them but they do
exist.
Why don’t you see them?
They may not be comfortable bringing their child
with special needs to events and gatherings due to
social, behavioral and/or physical issues.
They may be using all their available energy to
meet the needs of their family and their child with
special needs.
They may not feel their children are accepted as
fully participating members of the community.
Does the homeschooling community have a
responsibility to nurture and support those
homeschooling children with special needs?
The homeschooling community is primarily made
up of Christian families. Jesus welcomed – even
healed - many people with special needs. He gave
them His time and attention. Why should the
Christian homeschooling community be any
different?
Many of these families are already a part of the
homeschooling community. Their children with
special needs should be welcomed into the
community as every other child is welcomed.
Individuals with special needs are an often
marginalized segment of society. They are often
excluded because they look and/or act differently.
Much of society doesn‟t value those with significant
needs and/or cognitive challenges. In fact, many
with known genetic syndromes are aborted in utero.
Babies created in His image disposed of as useless
tissue!
Let the homeschooling community be different.
Embrace those with special needs and their families
as Jesus would!
What you, as an individual, can do:
In every homeschooling community you will find
many who would love to support those
homeschooling children with special needs but
aren‟t sure what they can do.
1. Acknowledge we are dealing with more than
the typical homeschooling family.
We acknowledge that every child is special but we
do deal with challenges beyond the typical family
which impact our lives, our marriages, our typically
developing children and our relationships in the
community. Often times, we work endlessly to find
ways to meet the needs of our child with special
needs and spend many more hours per day meeting
that child‟s needs to helping him/her reach beyond
their challenges.
2. Keep a mental list of those you meet in the
homeschooling community with children with
40
special needs.
When you meet someone who homeschools a child
with special needs, ask them if they know someone
you are acquainted with who also homeschools a
child with special needs. Networking with others
for an acquaintance can lead to invaluable support.
3. Do not be afraid to approach the family.
Many people just don‟t know what to say or do. Let
us lead the way for you. As you get to know the
family, you will probably be surprised by the
blessings they know as a parent of a child with
special needs.
You will discover that our lives are more than our
child's diagnosis. We, as a family, are just like your
family. Beyond the challenges we face, are the same
dreams and hopes for our children...and we share
many of the same problems.
4. Don’t be afraid to inquire about our child’s
special needs
Most families are quite willing to share – they live
with those special needs day in and day out.
5. Do not be afraid of the child with special
needs.
They may look different or act differently but they
are always children first. The nonverbal child will
appreciate a smile, a light touch and friendly
conversation – just like every other child. Some
children will have „invisible‟ special needs and are
also in need of your support and understanding.
6. Educate your children about our special
blessings and encourage friendships.
It is important for children with special needs to
have friendships with typically developing children.
Children with special needs learn a great deal from
peer relationships. There peers will learn a great
deal about befriending those who really are more
like them than different and valuing all of God's
creation.
7. Include the family openly and lovingly in
homeschooling group activities.
Your kindness will be deeply appreciated.
8. Allow us the opportunity to educate your co-
op, field trip group, and/or social group on the
special needs of our child.
This may help others feel more comfortable with
our children. We hope they will be valued for who
they are and not their diagnosis…and included as
fully as possible.
9. Mentoring opportunities.
Older typically developing children can be of great
assistance to the family homeschooling a child with
special needs during group activities. Having an
older buddy guide them through those activities has
many mutual benefits.
10. Do remember the siblings.
At times, people forget about the devoted siblings.
Growing up alongside a child with special needs
comes with many blessings but sometimes they
need to be acknowledged for who they are
individually. No one really wants to be known only
as the sibling of the child with special needs.
11. Invite the parents out or over for an
occasional social activity.
We need to just be grownups sometimes and away
from our daily responsibilities.
12. If you are so called, offer respite care on
occasion.
41
An hour or two on occasion will provide
refreshment for the overwhelmed parent. Perhaps
you have a teen willing to be trained in meeting the
family‟s needs. Helping with some light household
tasks or entertaining a toddler will be huge for a
family dealing with a child with special needs.
13. Do not feel sorry for us.
We don‟t need sympathy when, for the most part,
we are abundantly blessed! Most often we just need
fellowship but there are episodic times of grieving
for those raising children with special needs.
14. Empathy is genuinely needed at times.
Offer your ear and an open heart when we do
struggle. Sometimes we just might need someone to
listen. Even if you can‟t truly understand, a
compassionate heart might be all that is needed.
15. Pray for our families as you feel led.
We all need prayer but our families may have
different specific needs.
What can the greater homeschooling community
do?
This needs to be a ministry to an often marginalized
group of families. A little extra effort to support our
families will go a long way. Even the small things
mean so much.
Don‟t expect those homeschooling children with
special needs to have the time and energy to give to
the greater community on a regular basis. They are
too often overwhelmed by what they have been
called to do – especially in the early years where
they are dealing with their child‟s diagnosis,
seeking answers to why their child isn‟t developing
typically, frequent visits to physicians and/or
therapists, dealing with behavioral challenges and
meeting the needs of the rest of their family. This is
the time when support is needed most.
Some other suggestions:
Acknowledge that families homeschooling
children with special needs exist – then ask
how you can support them.
Have special needs resources in your local
homeschooling library or keep of list of
print resources for referral.
Have links to special needs resources on the
internet on your homeschooling
association‟s website.
Also include links to local, state and national
support groups for those homeschooling
children with special needs.
Seek out those who homeschool children
with special needs as mentors for those
inquiring about homeschooling their child
with special needs.
Print an occasional article about
homeschooling children with special needs
in your newsletters.
Think about convention support. There are
many speakers available to support the
homeschooling and special needs
community.
I promise you will be blessed in giving a little or a
lot. When you reflect God‟s love for all of His
creation – especially to those with special needs –
you will discover a heart more inclined to love as
Jesus calls us to love. Bless and be blessed!
42
Appendix
43
Appendix A
Prayer for Homeschoolers with Children with Special Needs
We thank you Father for placing your special
children within our care and for trusting us despite
our human failings. We seek your will in training up
our children to Your glory. You created our
children with special needs in your image. You
reveal yourself to us through your creation and your
Word. Let us study all you reveal with a discerning
mind, seeking wisdom with a grateful heart that
allows us to know you and your plan for our lives.
Specifically we pray...
We always remember to put you first in our lives
and lead our children to do the same.
For patience when we are frustrated.
For enthusiasm when teaching the same concept
repeatedly.
For creativity in teaching concepts which are
difficult.
For hope and strength when learning seems to be at
a standstill - knowing that it will occur in your time.
Help us to see the baby steps and rejoice in them.
For positive attitudes when behavior problems
overwhelm us.
For wisdom and discernment when making
decisions for our children.
For courage to encourage independence as our
children make their way in the world.
May we see you in your special gift to us as we
stumble, and occasionally fail, seeking your will.
For comfort for those who are grieving the loss of a
"normal" child and those who struggle with
depression or feel overwhelmed as they see Your
will for their families.
That we may freely give you our sorrow, anger and
grief.
For others who offer an ear, a shoulder, or a
discerning heart traveling alongside us in
friendship.
For professionals that lend a helping hand in the
way of therapies as we educate our children at
home. Let us remember that you alone gave them
the gifts they use to guide us. Give us a discerning
heart and mind to lead us towards those who are
homeschool friendly.
For our typical children - that they may come to
understand Your will for them as it relates to their
"special" sibling.
For our spouses as they journey with us - may we
find our hope and strength in You.
As we seek your will for our precious children and
ourselves, we ask for wisdom, strength, courage and
discernment. Help us to always see Your loving
arms beyond our early shortsightedness.
Bless our homes, our lives, our homeschool
gracious Lord. Let your will be done in our lives.
May all we say and do glorify you - Father, Son and
Holy Spirit.
Amen
44
Appendix B
Reading Recommendations
These recommendations were compiled based on
parent opinions from several e-mail lists and
research into how children with Down syndrome
learn to read. Feel free to e-mail me with any
questions or suggestions.
Reading for Children with Special Needs/Visual
Learners/Down Syndrome
Early Readers
Bob Books
Early sight word readers
Rittenhouse Publications
Color-coded word families
Dick and Jane Series
Sight word books with repetition of frequently used
words
Wilbooks
Inexpensive readers with repetition
Readers for Children with Special Needs
Greenhouse Publications
Interactive sight word readers
Special Reads for Special Needs
Sight word readers
Down Home Learning
Sight word readers taught on 3 levels - created by a
parent of a child with Down syndrome.
Love and Learning
Sight word program – video/DVD
Software
Developing Child
A flash card sight word program for early learners
Flashcards from Geddes Productions
Flashcard program that can be customized
Essential Skills
Sight words and phonicsEdmark Reading Program
Level One and Level Two
Sight word reading curriculum for children with
special needs.
Flash Series
Reading Curriculum for Children with Special
Needs
Edmark Reading Program
Reading (sight word) curriculum for children with
special needs.
Reading Milestones
Reading Curriculum Designed for Children with
Down Syndrome
See and Learn
From The Down Syndrome Educational Trust –
Online program in pilot phase.
Cataphonics
Phonics program developed by a mother to a child
with Down syndrome
Special Reads for Special Needs
Sight word readers created by a parent with a child
with Down syndrome.
Down Home Learning
Sight word readers taught on 3 levels. Created by a
parent of a child with Down syndrome.
Love and Learning
Sight word program – video/DVD
Special Offspring Series
Developed by a parent with a child with Down
syndrome
45
POPS Resources
Down Syndrome Foundation of Orange County
Online literacy and math activities to download.
eReadingPro
Developed for Typical Learners, Used with
Success in Some Children with Down Syndrome
Hooked on Phonics
Teach Your Child to Read in 100 Easy Lessons
Phonics based
Your Baby Can Read
Sight word program
Thrass
Jolly Phonics
Reading Reflex
Online Reading Programs
Starfall
Early reading based on word families
Online Picture Symbols - Visual Aides in
Reading
Do 2 Learn
A wealth of picture symbols
Beyond Autism, PECs, pictures, icons pages
A compilation of sites for picture symbols
Picture Symbol Software
Boardmaker
PixWriter
Writing With Symbols
Picture It
Overboard
Video/DVD Reinforcement
LeapFrog
Your Baby Can Read
Cueing - Another Visual Aide
Visual Phonics
Cued Speech
Tucker Signing Strategies
Other recommendations for visual learners
Fletcher‟s Place
Picture Me Reading
Resources
For teaching children with Down syndrome to read:
How to Teach Your Baby to Read by Glenn Doman
Successful method for children up to 3 years of age
Teaching Reading to Children with Down
Syndrome by Patricia Oelwein
Reading program for children of typical school age
The Development of Literacy Skills in Children
with Down Syndrome: Implications for Intervention
Margaret Snowling, Hannah Nash and Lisa
Henderson
46
Appendix C
Math Curricula Suggestions
Math skills are difficult for most children with Down syndrome. A great place to start in your research about
number skills and Down syndrome is found in Down Syndrome Issues and Information - Number Skills
Development. It is now online and free!
The following list is a compilation of resources used by parents with success for children with Down syndrome.
Feel free to e-mail me with any questions or suggestions.
Math Resources
Finger Math
Also known as Chisenbop or Chisan-Bop
The Complete Book of Fingermath, Edwin M.
Lieberthal, Fingermath International, ISBN:
0070376808.
Tutorial
Teacher intensive – long learning profile but
successful.
TouchMath
Kumon Math
If you have a Kumon Center near you, take
advantage of their expertise!
Teaching Math to People with Down Syndrome and
Other Hands-On Learners
Book One and Book Two
By DeAnna Horstmeier, Ph.D.
Numicon
Recommended by The Down Syndrome
Educational Trust. Can be purchased through their
store in the USA.
Mastering Mathematics
Math-U-See
Developed by a father who has a son with Down
syndrome
Shiller Math
Montesorri- based learning
Software Reinforcement for Learning
Math Master
Essential Skills
Video/DVD
Mathtacular
K level math concepts
Backyard Math with Zac
First grade math concepts
Dr. Finkle‟s Math
DVDs and CDRs
Online Math Activities to Download
Down Syndrome Foundation of Orange County
47
Appendix D
Curriculum Resources
This list came about from a need to find solutions to my daughter‟s learning problems. I needed to search
outside the world of homeschooling and delve into special education materials. I have included a few
homeschooling companies that have useful materials for children with special needs.
Curriculum Resources
Bob Jones University Press
Adapted curriculum for children with Down
syndrome at the K4 & K5 levels of learning.
Send me an email for further information.
Remedia Publications
PCI Education
Attainment Company
Bright Apple Special Education
Nasco
Steck-Vaughn
Handwriting Without Tears
Writing Program
Mastery Publications
Math, language, writing programs
Different Roads to Learning
Curriculum, flashcards, software, games mainly
targeting children w/autism but good for all visual
learners.
Resources for Information
Special Needs Project
Brookes Publishing
Woodbine House
Educational Materials, Manipulatives
Educational Insights
Bargain Hunting Don't forget to check for bargains! I've found some
great bargains below.
Half.com
Book Closeouts
48
Appendix E
Software Recommendations
As we all know, children with Down syndrome are primarily visual learners. Software can be a fun way to
make learning meaningful and reinforce skills. This list is just a starting point and complied from
recommendations by parents with children with Down syndrome.
Software Recommendations
Edmark Software - now at Riverdeep
Broderbund
The Learning Company
Laureate Learning Systems
Educational Software for children with special
needs. Very pricey but some programs may help
pay the costs. They are willing to send a software
demo.
Dorling Kindersley
Educational software
LinguiSystems
New line of software for speech, language and
communication issues.
IntelliTools
For children with special needs.
Different Roads to Learning
Targets children with autism but good for all visual
learners.
BloomingKids
Variety of software for children with special needs
Earobics
Help for auditory processing
All-In-One-Language-Fun
No longer available from the distributor but can be
occasionally found on ebay
Birdrock Software/DVDs
Affordable software,
Reading software Love & Learning
Reading Software
Developing Child
A flash card sight word program for early learners
Flashcards from Geddes Productions
Picture/word flashcards - can be customized
Essential Skills
Wide variety of educational software
Edmark Reading Program
Reading (sight word) curriculum for children with
special needs.
Lexia Learning
Phonemic awareness, phonics and decoding skills
Flash Series
Sight words and more!
Math Software
Math Master
Learn basic counting skills, addition and subtraction
Touch Money
Picture Math
49
Reviews Here is a good place to check out reviews for
software before you purchase: Software Reviews
Be sure to shop for bargains! Often times a good
bargain can be found on eBay.
50
Appendix F
Resources for Speech, Language and Communication
Speech, language, communication and auditory processing issues are almost universal in children with Down
syndrome. As a homeschooling mom with a child with Ds, I'm very interested in learning all I can about how to
help my daughter deal with these issues.
While we do use a professional speech therapist, I supplement what our therapist does with resources I've found
with the companies below and thought I would share.
Speech, Language and Communication
Resources
Pro-Ed, Speech, Language & Hearing Catalog
LinguiSystems
Laureate Learning Systems
Super Duper Publications
Janelle Publications
ECL Publications
Great Ideas For Teaching
51
Appendix G
Resources - Homeschooling and Down Syndrome
These resources will educate the homeschooling
parent about Down syndrome, their unique learning
needs to deliver targeted interventions, and take the
mystery out of therapies.
Websites
The Riverbend Down Syndrome Association
A wealth of information about how children with
Ds learn and a homeschooling folder.
The Down Syndrome Educational Trust
Publishes research about Down syndrome from
around the world.
Books and other Materials
Down Syndrome Issues and Information
Effective Teaching Strategies for Successful
Inclusion: A Focus on Down Syndrome, published
by the PREP Program
The Source for Down Syndrome Written by
Catherine I. Chamberlain & Robin M. Strode
Early Communications Skills for Children with
Down Syndrome by Libby Kumin, Ph.D.
Classroom Language Skills for Children with Down
Syndrome by Libby Kumin, Ph.D.
Helping Children with Down Syndrome
Comminicate Better by Libby Kumin, Ph.D., CCC-
SLP (ages 6-14)
Gross Motor Skills in Children with Down
Syndrome by Patricia C. Winders, P.T
Fine Motor Skills for Children with Down
Syndrome by Maryanne Bruni, BScOT
Teaching Math to People with Down Syndrome and
Other Hands-On Learners by DeAnna Horstmeier,
Ph.D. Book 1 and Book 2
Teaching Reading to Children with Down
Syndrome by Patrica Oelwein
Mental Wellness in Adults with Down Syndrome
by Dennis McGuire, Ph.D. & Brian Chicoine, M.D.
(not just about adults)
My ebook Homeschooling Children with Down
Syndrome compiles much of the information and
research available - one stop shopping and it's free!