Downs Syndrome

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Downs Syndrome

• By Katy Watson

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History

• Before the early 19th century many people
  believed that people with down syndrome had not
  been identified, unless by the art, literature
  and science.
• In 1866, English physician, John Langdon Down
  published the correct description of Down
  syndrome.
• After his work he became the father of the
  syndrome.
• 1959, French physician Jerome Lejeune figured out
  the syndrome was a chromosomal abnormally.

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What is Downs Syndrome

• A learning Disability caused by cells not
  dividing correctly during pregnancy. Giving a
  child 47 instead of 46 chromosomes. Resulting in
  an extra partial or complete 21st chromosome.
• The added chromosome affects the order of the
  brain development.

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Characteristics

• There is more the fifty different
  characteristics, these are just the common.
• Low muscle tone, An excessive ability to extend
  the joints. Individuals with Down syndrome are
  usually smaller than their non-disabled peers.
• Flat facial profile, a somewhat depressed nasal
  bridge and a small nose
• Upward slant to the eyes, Visual problems such as
  crossed eyes and far- or nearsightedness are
  higher in those with Down syndrome, Small skin
  folds on the inner corner of the eyes
• An abnormal shape of the ear, as are mild to
  moderate hearing loss and speech difficulty
• A single deep crease across the center of the
  palm , fifth finger has one flexion furrow
  instead of two, Excessive space between large and
  second toe
• Enlargement of tongue in relationship to size of
  mouth
• Children with Down syndrome frequently have
  specific health-related problems, most common is
  Heart Defects. A lowered resistance to infection
  makes these children more prone to respiratory
  problems

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Incidences

• Approximately 4,000 children with Down syndrome
  are born in the U.S. each year.
• 1 in every 800 to 1,000 live births.
• Although parents of any age may have child with
  Down syndrome, the incidence is higher for women
  over 35.
• Most common forms of the syndrome do not usually
  occur more than once in a family.

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Early Intervention and Schooling

• Shortly after a diagnoses of Down syndrome is
  confirmed, parents should be encouraged to enroll
  their child in an infant development/early
  intervention program.
• These programs offer parents special instruction
  in teaching their child language, cognitive,
  self-help, and social skills, and specific
  exercises for gross and fine motor development.
• Continuing education, positive public attitudes,
  and a stimulating home environment have also been
  found to promote the child's overall
  development.
• Due to these individual differences, it is
  impossible to predict future achievements of
  children with Down syndrome.
• Teaching tasks in a step-by-step manner with
  frequent reinforcement and consistent feedback
  has been proven successful.
• For hard of hearing children, a child may uses
  forms of sign language.
• Inclusion with either a paraprofessional, or
  being taken out for one on one teaching in
  certain subject area.
• In a study research found that the inclusion
  proved to beneficial because there was more time
  for conferences between teachers, parents, and
  support.
• Must have teachers that are willing to modify
  class, and need to utilize hands on learning
  materials.
• Made for the National Down Syndrome Society, the
  Everyone Counts Teaching Acceptance and
  Inclusion. Teaches both children with or without
  disabilities. The kid includes lesson plans,
  posters, videos, and a booklet about inclusion,
  for age range k-6. This program was piloted in
  21 different classroom in the north east states.
  A third grader wrote Having a disability means
  that you can have friends just like other people.
  It means that someone with a disability can be
  your best friend. You may not sound the same as
  some people, but you are just as important as all
  the other people in the world.

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Environment Adaptations

• Child with downs syndrome may have eating
  difficulties too. 
• To help the child may need to use a sippy cup
  longer
• May need to have help using a spoon
• Their food may need to cut up in to small pieces
• Learning centers should have accommodations too.
• In the reading center there should be books about
  children with disabilities along with regular
  books. 
• Dramatic play should have dolls with
  disabilities, along with different ethnicities.
• Block/building center should have soft sponge
  like blocks so if the child does not have muscle
  control the block will not hurt if they get
  thrown.  There should also be blocks with holes
  for the child to grasp on.   
• Like multiculturalism there should be pictures of
  children with disabilities around the room and in
  the bathroom. The other children along with the
  child with downs syndrome will be able to look at
  the pictures and recognize that some one close
  looks just like the picture.
• If the child has some vision loss, a teacher may
  have to either write in large print or use a more
  notice able color
• The child may be hard of hearing, so some labels
  on the toys with symbols and the ASL sign should
  be included through out the classroom. 
• If the child in nonverbal or not speaking yet,
  the teacher should encourage the child to use
  sign language, and have the teacher use the
  correct pronunciation  of words when the child
  signs
• Activities that is developmentally appropriate
  for that child. 

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Resources

• National Down Syndrome Society
• http//www.ndss.org/content.cfm?fuseactionInfoRe
  s.Generalarticlearticle2
• NICHCY
• http//www.nichcy.org