Create the Best Learning Environment for
H
Children with Down Syndrome
Handout
Course Handout
Section 1: General Definition and Characteristics
Down syndrome is a ____________ condition usually caused by an ________ copy of the
___________chromosome. Typically, people with Down syndrome have mild to moderate intellectual
disabilities.
Common characteristics
•
Low _____________ tone, which means they often need physical, occupational, and speech
therapy to meet their milestones
•
almond-shaped eyes,
•
shorter ______________, and
•
an extra fold of skin on the back of the neck.
While people with Down syndrome often share some similar characteristics, it’s important to remember
that every individual is unique with their own strengths and challenges, and outcomes for people with
Down syndrome have improved tremendously in the past few decades with improved access to
healthcare, social opportunities, and education from dedicated professionals like you.
Preferred Language
Correct order of words: a child with Down syndrome
NOT:
A down’s child
•
A disease
•
“he has downs”
•
Suffering from or afflicted by
Page
1
•
© Kentucky Partnership for Early Childhood Services
2014
Create the Best Learning Environment for
Children with Down Syndrome
Section 2: Inclusion of Children with Down Syndrome
Some educators mistakenly believe that _______________ can only work when a child with Down
syndrome functions at approximately the same level as their peers. Inclusion is NOT bringing children
with disabilities into a classroom after they overcome their challenges. Inclusion is figuring out how to
include that child with disabilities in the classroom by accommodating their challenges and accessing
their strengths. The key is to help them achieve their IEP goals in the ______________________
______________________ setting and access the performance standards insofar as possible.
Lessons should be created with a _______________________ __________________ in mind so that
learners at different levels can access the curriculum.
An aide or paraprofessional is an accommodation, not a setting. Moreover, if a setting becomes more
restrictive with a para-pro as an accommodation, then the solution might be to offer training to the
para-pro on how to facilitate independence and also to provide more professional collaboration time
between the general ed and special ed teachers to adapt the curriculum. Another solution might be a
co-teaching setting before opting for the most restrictive self-contained model.
Peer buddies and peer supports can be very valuable in encouraging learning, particularly because one
of the relative strengths of people with Down syndrome is __________________________________.
What is Inclusion?
Inclusion means the values, policies and practices that support the right of every infant and young child
and his or family, regardless of ability, to ________________________ in a broad range of activities and
contexts as full members of families, communities and society.
This means participation in public education, being given an opportunity to make friends, and
opportunities to develop positive social attitudes.
Peer Supports
One idea is to assign ______________________ _______________________ to help with certain
assignments and encourage collaborative learning. As some examples, assign a peer buddy to be a
become more independent and give the student helper an explanation of what is expected.
© Kentucky Partnership for Early Childhood Services
2014
Page
student or practice flash cards. Be sure to pick students who will help the student with Down syndrome
2
partner during learning games, to help a student learn the routine of the lunch room, or to read with a
Create the Best Learning Environment for
Children with Down Syndrome
This student works with peer buddies as they read stories to each other and practice fine motor skills
while putting puzzles together. It’s fun and educational for both of them.
Social Stories
You might want to use social stories to help students with Down syndrome understand what behavior is
__________________________ in different situations. For example, a speech therapist could use social
stories during his or her session to demonstrate how a child should raise their hand in class.
Social stories books like this one from Super Duper help students to hear and process stories about how
to complete daily living tasks and express their feelings. The stories use illustrations and dialogue so that
children have examples of how to solve problems and behave appropriately.
ADDITIONAL RESOURCES:
•
•
What are Social Stories: https://www.youtube.com/watch?v=vjlIYYbVIrI
Example of a Social Story on Anger: https://www.youtube.com/watch?v=DnmFfxWjsvs
Classroom Visual Aids
You can also use __________________ _________________. Posters like an alphabet wall chart provide
a ready reference for children to look at while learning core concepts and letter sounds.
ADDITIONAL RESOURCES:
•
Visual Aides – free downloads: http://www.visualaidsforlearning.com/free-packs.html
A Team Approach
A child with Down syndrome has a team of professionals, including but not limited to:
•
The parents and family
•
If the child in under the age of 3, a First Steps provider like occupational therapists, speech
therapists, and developmental internventialists.
•
If the child is 3 or over, public preschool services
•
Health Care professionals
information home with the family about what was covered that day, to reinforce the concepts at home.
© Kentucky Partnership for Early Childhood Services
2014
Page
It is essential to work as a team to ensure information flows. For example, you might want to send extra
3
These professionals might visit the child in their _______________, or in the _____________________.
Create the Best Learning Environment for
Children with Down Syndrome
For example, a speech therapist who comes into the home or classroom can reinforce skills in the
natural setting so that children learn to apply the skills they learn in a contextually appropriate way.
ADDITIONAL RESOURCES:
•
OT assisting a child with Down syndrome:
https://www.youtube.com/watch?v=Rz4wbdeqIPM
Peer Education Book
You can also educate peers about disabilities and Down syndrome in particular. For example, a younger
class could read the book, “_______ ____________ ________________” together. This book uses
illustrations and a story to show the friendship between a little girl with Down syndrome and a
neighborhood friend. It demonstrates ways that they are both the same and different. Books like this
can be used to educate the peers of children with Down syndrome about how to be understanding
about challenges and also be a good friend.
Section 3: Making Modifications for Children with Down Syndrome
he fundamental question for each assignment should be: “What is the student learning from this
assignment?” as opposed to “How can the child complete this assignment?” Therefore, questions should
not be _________ based on number but based on what the student can learn. For example, if a student
struggles with abstract concepts and can learn concrete concepts, it might be helpful to start learning
concrete sight words, such as “chicken” and “dog,” before introducing more abstract words, such as
“who” and “where.”
When modifying assignments, keep in mind the child’s IEP and the extent to which the child can access
the standard curriculum.
All activities and lessons should be created with the _______________ of learners in mind. This includes
students who are visual, auditory, kinesthetic learners and students with varying degrees of ability.
The teacher as well as the parents, and any therapists or specialists should be _____________________
about the general principles for the modifications made for a student. For example, if an IEP states that
writing where the answers are written in highlighter for the student to trace or spelling assignments
© Kentucky Partnership for Early Childhood Services
2014
Page
together to discuss how assignments could fulfill this need. This could include fill-in-the-blank sheets in
4
a student is supposed to be learning to write lowercase letters by tracing, then teacher should work
Create the Best Learning Environment for
Children with Down Syndrome
with dotted letters. After this discussion, then teacher could actually write the answers in highlighter or
print out spelling assignments with dotted letters.
Activity Modifications
To strategically reduce the number of questions and focus on the strengths of the child, you can choose
questions that focus on ______________ words a child is learning and eliminate questions that use
unfamiliar sight words. You can focus on concrete principles. For example, it’s more effective to start
with teaching children with Down syndrome sight words, such as “ball,” “apple,” and “bird” before
teaching sight words like “who” and “why.”
Sequencing
Itsy Bitsy Spider Sequencing: http://wordsofhisheart.wordpress.com/2012/04/02/itsy-bitsy-spidersequencing-cards/
Visual Cues
Sensory Activities: https://www.youtube.com/watch?v=ixQpbud_rsM
Dealing with the Alphabet: https://www.youtube.com/watch?v=-Nmcx7D5_kQ
Incorporating Technology
A student might use an _______________ technology in the classroom to provide visual cues or videos
that illustrate a concept. Technology can also be used to modify assignments by giving visual prompts in
the form of digital flashcards, apps with games that allow students to practice educational skills,
communication tools, and more.
Section 4: Practical Strategies for Teaching Children with Down
Syndrome
Use _____________ language as a bridge
•
Engage in meaningful ___________ talk at home, school, and therapy sessions;
•
______________ language at home and at school
•
Make ___________________________ books with written sentences under photos and
conversation diaries between home and school
© Kentucky Partnership for Early Childhood Services
2014
Page
•
5
Improving Communication
Create the Best Learning Environment for
Children with Down Syndrome
•
Evaluate hearing and _______________ sounds as needed
•
___________________ the sounds of letters with sound cards, word lists, or books that contain
targeted sounds
ADDITIONAL RESOURCES:
•
•
•
Early Communication Skills for Children with Down Syndrome (Woodbine House)
Helping Children with Down Syndrome Communicate Better (Woodbine House)
Speech and Language Development for Children with Down Syndrome (5-11 years)
(Down Syndrome Education)
Improving Memory:
•
Help students remember items using ________________ games with objects and picture cards;
•
Practice __________________ and sorting and tasks pointing out “which one does not belong;”
•
Give verbal ______________________ for the student to produce items or pictures;
•
_________________ memory games and practice recalling songs
ADDITIONAL RESOURCES:
•
Memory Development for Individuals with Down Syndrome (Down Syndrome Education)
Improving Reading:
•
Make ________________ fun!
•
Establish a sight word __________________________________;
•
Use visual ______________________________ activities between different words
•
Create ___________________________ books for the student using subjects that interest them
and sight words they know to increase fluency
•
Encourage phonological _____________________________, such as rhyming games, activities
Teach the __________________ with signs, gestures, songs, books, & personalized picture cards
•
Use _________________________ to teach language and reading
ADDITIONAL RESOURCES:
© Kentucky Partnership for Early Childhood Services
2014
Page
•
6
involving “word families,” and “I Spy” … something that starts with ‘p’
Create the Best Learning Environment for
Children with Down Syndrome
•
•
•
•
Beginning Readers: https://www.youtube.com/watch?v=d2aqG9PzXB0
Teaching Reading to Children with Down Syndrome (Woodbine House)
Reading and Writing Development for Children with Down Syndrome (5-11 years) (Down
Syndrome Education)
See and Learn Program (Down Syndrome Education)
Improving Writing
•
Work on _____________ ________________ skills prior to writing with activities that improve
the pincer grasp, holding scissors, and finger isolation
•
Practice _________________________ using tracing and visual cues, such as Handwriting
without Tears
•
Practice handwriting by _______________________/_______________________________
•
Use personalized _________________________ with pictures to encourage independent writing
•
Teach _______________ and encourage students to engage in typing during assignments,
educational, computer games, and personal communications via email, texting, typing letters
ADDITIONAL RESOURCES:
•
•
•
•
Handwriting Without Tears
Fine Motor Skills for Children with Down Syndrome (Woodbine House)
TV Teacher www.tvteachervideos.com
Basic Writing Series www.pcieducation.com/basicwriting-series-all-3-binders.aspx
Improving Math Skills:
•
Use _____________________ learning opportunities, such as counting friends in a game or
counting items for a picnic
•
Use meaningful ________________________________ to teach one-to-one correspondence!
•
Play ________________ that involve dice and counting and visual games for recognizing
Use number _____________________ and instructional aides to overcome memory difficulties
•
Keep in mind ______________ skills, such as counting money, using digital clocks, and figuring
out prices
•
Use the _____________________ as a tool for students who struggle to understand operations
© Kentucky Partnership for Early Childhood Services
2014
Page
•
7
patterns
Create the Best Learning Environment for
Children with Down Syndrome
ADDITIONAL RESOURCES:
•
•
•
•
•
•
•
Numicon
Teaching Math to People with Down Syndrome and Other Hands-On Learners Book 1
(Woodbine House)
Teaching Math Activities and Games CD-ROM (Woodbine House)
Number Skills for Children with Down Syndrome (5-11 years) (Down Syndrome
Education)
Touch Math www.touchmath.com
Equals www.ablenetinc.com/Curriculum/Equals-Mathematics-Program
Math-U-See http://mathusee.com
Incorporating Technology:
•
_________________ games
•
iPad _________________
•
_____________________________ assignments
•
__________________ visual aids and flash cards
Write down 5 apps that would benefit your child with Down syndrome:
Could these apps also benefit other students?
ADDITIONAL RESOURCES:
Top apps for children with Down syndrome:
http://helpforstrugglingreaders.blogspot.com/2013/03/best-apps-for-children-withdown.html
Page
8
•
© Kentucky Partnership for Early Childhood Services
2014
Create the Best Learning Environment for
Children with Down Syndrome
Conclusion: Creating the Best Environment for Children with Down
Syndrome
•
Learn more about Down syndrome
•
Love and play
•
Encourage independence
•
Work as a team
•
Focus on the individual
•
Be concrete
•
Empower yourself – you will make a difference!
Additional Notes:
Development of this course:
The Human Development Institute, University of Kentucky – a University Center for Excellence in Developmental Disabilities:
•
•
The Kentucky Partnership for Early Childhood Services, Early Childhood Personnel Center www.kentuckypartnership.org
Medical Outreach and Lettercase Projects www.lettercase.org
Frank Porter Graham Institute, University of North Carolina, Chapel Hill
CONNECT Center to Mobilize Early Childhood Knowledge http://community.fpg.unc.edu/ developed under a grant from the US
Department of Education, #H325J070007
Page
9
•
© Kentucky Partnership for Early Childhood Services
2014