Down's Syndrome
WHAT IS DOWN'S SYNDROME?
Down's Syndrome is caused by an extra chromosome and is there from birth. Having the extra chromosome is created by chance, although you may be more at risk if you are an older mother. Those with Down's Syndrome will have some form of learning difficulty but this can vary hugely from person to person. Some will have good levels of independence and some may need more regular care. Down's Syndrome is often associated with common physical features such as being smaller than their peers, having smaller ears and low muscle tone.
HOW IS DOWN'S SYNDROME DIAGNOSED?
Down's Syndrome is diagnosed after a chromosome test to check for the extra chromosome. This is done via a blood sample, which is sent off for analysis. Until the results have been returned, a diagnosis cannot be made. Most people with Down's Syndrome will have been diagnosed in their first few months of life.
WHAT HAPPENS AFTER DIAGNOSIS?
There are a number of support services that can help. Most children with Down's Syndrome will have regular check-ups with medical professionals to ensure physical health. Many CYP with Down's Syndrome attend mainstream nurseries, pre-schools and schools. Education choices, as with all children, is wholly dependent on the individual child's needs.
HOW CAN I FIND OUT MORE ABOUT DOWN'S SYNDROME?
Please see here , here and here for further information.
HOW CAN I HELP IN SCHOOL?
Please see below for ideas on how to help.
Difficulty in communicating and learning in line with peers
Present information in small chunks
Keep language simple, clear and precise
Ask CYP to repeat instructions back
Keep to a regular routine
Difficulties acquiring basic numeracy and literacy skills
Use visual cues and examples to aid understanding
Allow additional time for CYP to process information and instructions
Make use of writing frames
Provide opportunities for repetition and over learning
Consider using precision teaching
Relate new concepts to real life examples
Short term or working memory difficulties
Present information in a clear, ordered manner
Explain the associations between information to build a system of knowledge
Allow more time
Allow more practice to apply knowledge
If possible, use objects in a multi-sensory approach
Ensure seating plan provides for sensory impairment – near teacher, away from distractions / light
Be aware of the activity noise levels in and around the classrooms
Place the CYP at the front of the class
Speak directly to the CYP and supplement with signs, gestures, or expressions
Use visual aids (e.g., write on the board)
Rephrase and repeat questions or instructions often
Low muscle tone / Poor and fine gross motor skills
Allow extra time to complete tasks
Provide increased opportunities for practice
Provide activities and games to promote motor skills
Provide alternative means of recording eg: labelled pictures, diagrams, flow charts and mind maps
Emotional / behavioural difficulties
Recognise that unusual behaviours or situational responses may signal an illness which the CYP is unable to communicate
Use paired learning with appropriate role models
Use a buddy approach
Agree on a time out strategy
Teach 'stranger danger' and appropriate RSE topics to ensure safety