Down+Syndrome


 * Down Syndrome WA – Guidelines for Teachers of Students with Down Syndrome **

This information pack provides crucial information from teachers to know about students with Down syndrome. It covers a lot of information about the condition, including:
 * Physical and medical characteristics
 * Speech
 * Language
 * Behaviour
 * Special learning difficulties
 * Curriculum guidelines

It then breaks each category down to discuss implications and strategies for each symptom. Obviously not all of the symptoms will affect every student with Down syndrome, but I have found it to be a useful resource to gain a better general understanding of the condition.

This resource will create a more inclusive environment because it informs the teacher about strategies to overcome any difficulties they may face when teaching a student with Down syndrome. It provides many simple ways to ensure the student is more involved and gets the best out of their classroom experience.

This resource can be found at []

Down Syndrome- Ireland
===This is a very useful webite that provides you with information about students with Down Syndrome. It provides strategies for behaviour management, tips for both Primary and High school, reading and the importance of developing gross motor skills in students with Down syndrome.===

This resource can be found at
[]

**Using ICT to develop Literacy skills for students with Down Syndrome**
Children with Down syndrome are 'visual learners', that is they rely more heavily on the visual representations of information than the auditory. This could be associated with hearing impairments that are associated with Down syndrome and the impairment of working memory such as verbal short term associated with problem solving, reasoning and thinking. Reading is a real strength for children with Down syndrome with many developing reading strategies as the same rate as students developing at a regular rate in the same year level. Incorporating ICT into literacy programs for students with Down syndrome can increase success significantly when software and hardware are set up for the individual in the inclusive setting. Students get the opportunity to write answers instead of verbalising them and utilising software applications such as spell check and the thesaurus provides further immediate visual cues to assist with literacy success. Visual learners tend to be more easily distracted by noise, so setting up the ICT environment in a location that is quiet is optimal.

Black, B., & Wood, A., //Utilising information communication technology to assist the education of individuals with Down syndrome,// Down syndrome education online __http://www.down-syndrome.org/information/education/technology/ __  - retrieved 25/7/2011

(n.d.) R//eading and Writing for individuals with Down syndrome – An overview,// Down Syndrome Education Online (Electronic) – Retrieved 23/7/2011 __http://www.down-syndrome.org/information/reading/overview/?page=4 __

Hutton, S., (2010) //Helping Visual Learners Succeed//, Education.com – Retrieved 26/7/2011 __[] __

__**Using Makaton as a communication tool for children with Down Syndrome**__
Children with Down Syndrome up to the age of 5 (and beyond) are often able to develop physically, mentally and socially just as children without Down Syndrome are able to. They are often able to learn important tasks such as toilet training, and when introduced to a school environment, can respond well to instruction and social interaction. One area where they may struggle and require extra support is in speech, often experiencing delays in spoken language. Age 5 to 11 generally shows the biggest development in speech and language skills in children and is such an important time for them to be able to expand these skills (Down Syndrome Education International,1996-2011). However, because children with Down Syndrome often experience a delay in this aspect of development despite being cognitively able, it is crucial to be able to assist them in enhancing their speech and expressive abilities through language. Those who employ Makaton as a form of communication with children with Down Syndrome will find it extremely useful as a common, mutually inclusive communication method. Makaton is particularly useful as it is able to facilitate communication through the implementation of speech, sign and symbols whilst remaining adaptable to different learning difficulties such as delayed speech. //Sign// incorporates not only features of sign language, but also body language and facial expressions. Signs are often used in conjunction with speech. While speech is often delayed for a person who has Down Syndrome, it is encouraging that they continue to speak as much as they can and use Makaton sign as a way to re-emphasise/make clear what they are trying to communicate, rather than becoming dependent on sign. Symbols are also useful as a method of discriminating visual stimulus (Walker, 2011).
 * Makaton** is “a language program that may be used as a systematic multimodal approach for the teaching of communication skills” (Foreman, 2008). Through key word signing, the language skill of both children and adults is enhanced. This strategy is particularly useful for children (and adults) with Down Syndrome who respond particularly well to visual stimulus as it is a method of further reinforcing what they are trying to say as well as being able to understand what is being communicated to them through visual. By incorporating visual stimuli such as gestures, facial expressions and body language, and using in conjunction with speech, Makaton signing is a helpful method of reinforcing communication and interactive behaviours (Learning Links).

//International transforms the lives of young people with Down syndrome through better education. // ( 1996-2011 ). Down Syndrome. //Down Syndrome Education International. // Foreman, P. (Ed). (2008). //Inclusion in Action//. 2nd Edition. Melbourne: Cengage Learning Links. //Families Talk Marathon//, accessed via [] Walker, M. (2011). //The makaton vocabulary – Uses and effectiveness//. The Makaton Charity.