Megan RoggED 243 April 13, 2012

DOWN SYNDROME

Genetic Condition: Chromosome

deficiency Most common cause

of human birth defects

There are different levels of severity

Screenings and tests are available to determine if an unborn baby has Down Syndrome

THE BASICS OF DOWN SYNDROME

http://www.youtube.com/watch?v=-cA3t1HW1Ow&feature=related

WE ARE MORE ALIKE THAN DIFFERENT

Trisomy 21TranslocationMosaicism

THREE TYPES

Most common- 95%Extra chromosome

47 instead of 46 3 number 21 chromosomes,

instead of 2 How does the extra

chromosome get there? When an egg or sperm is

formed, the woman’s or man’s chromosomes typically split, leaving only one chromosome in the egg or sperm. In the case of Trisomy 21, the chromosome does not split, leaving an extra in the egg or sperm.

TRISOMY 21

3-4% of Down Syndrome patients An extra part of the number 21 chromosome sticks to

another chromosomeA parent may be carrying the extra chromosome part

in a hidden form

TRANSLOCATION

1-2% of Down Syndrome diagnosis

Extra 21st chromosome, but only in some cells

MOSAICISM

PhysicalMental Social

SYMPTOMS

Hypotonia: decreased muscle tone at birth

Flattened noseSeparated joints

between the bones of the skull

Small ears and mouthUpward slanting eyesWide hands and short

fingersWhite spots on the

colored part of the eyeSlower physical

developmentOther health issues

PHYSICAL SYMPTOMS

Impulsive behaviorPoor judgmentShort attention

spanSlow learningAnger and

frustration

MENTAL AND SOCIAL SYMPTOMS

Evaluation and Labeling

IDEA

Students with Down Syndrome are being tested under the Mental Retardation category of IDEA Assessment require

greater expressive language than they usually have

Unable to answer questions that test their cognition because of their language limitations

Scores often do not reflect their true cognitive abilities

EVALUATION ISSUES

Nearly all Down Syndrome children are categorized under Mental Retardation (MR)

Least Restricted Environment (LRE) decisions in the IDEA require that IEP teams consider general education placement first

However, under the MR label Only 15% of MR students in America are being

educated in the general education classroom more than 80% of the day

Almost 50% of MR students are in general education classes less than 40% of the school day

Sometimes these environments are best for the child, other times it is based more on their label

LEAST RESTRICTIVE ENVIRONMENT

General Practices, Literacy, and Math

EDUCATIONAL PRACTICES

Inclusion: Natural environment promotes

peer relationships Promotes healthy relationships

with peersEncourage students’ self-

esteemAlways strive to move the

student along the learning continuum

Use concrete materials and meaningful, real life situations whenever possible

Be cautious of your language: vocabulary and speed

Break tasks into smaller steps

GENERAL PRACTICES

Direct instruction in short time periods Introduce material slowly and

sequentially Small chunks of activities Minimize distractions

Have clear routines and rules Keep the classroom organized Limit surprises Minimize the noise level Some students with Down

Syndrome will get distracted when sitting next to the window

Set up intervention when necessary

Implement the same behavioral management techniques as with the other students

GENERAL PRACTICES (CONT.)

Children with Down Syndrome are often able to read when given the opportunity

Some will start elementary school with age-appropriate abilities

Teaching students with Down Syndrome how to read at an early age promotes: Development of spoken

language skills Access to other content

areas

LITERACY

Students with Down Syndrome Generally have diffi culties

developing strategies Generally have restricted

working and short-term memory capacity

Suggested Teaching Strategies: Directly teach strategies Choose which strategies are

necessary for them to learn Aim for them to over-learn Give the students adequate time Use tools and manipulatives:

calculators!

MATH

Electronic Resources and Images

REFERENCES

Faragher, R. (2004). I can do maths too--Count me in!. Australian Primary Mathematics Classroom , 9(1), 23-27. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dc8c75e2-53f8-4567-9a22-e56eb85a00a4%40sessionmgr115&vid=6&hid=122

Hurd, H. (2007). Are you Up for Reading?. Literacy Today, (53), 11. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2a32a065-9319-4de7-bdaa-dc83c36e44c0%40sessionmgr113&vid=5&hid=110

Jones, Jeff. (2007, September 27). We’re More Alike Than Diff erent. [Video File]. Retrieved from http://www.youtube.com/watch?v=-cA3t1HW1Ow&feature=related

Kaneshiro, Neil K., & Zieve, David. (2010). Down Syndrome: Trisomy 21. Pub Med Health. Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001992/

REFERENCES: ELECTRONIC RESOURCES

Sabia, Ricki. (2009). Education Issues for Individuals with Down Syndrome. Retrieved from http://www.ndss.org/PageFiles/167/Down%20Syndrome%20Caucus%20Testimony%202-26-09.pdf

UCSF Medical Center Specialists. (2012). Down Syndrome. Retrieved from http://www.ucsfhealth.org/education/down_syndrome/index.html

Watson, Sue. (2012). Teaching Down’s Syndrome Students. Retrieved from http://specialed.about.com/od/disabilities/a/downs.htm

REFERENCES: ELECTRONIC RESOURCES

http://en.wikipedia.org/wiki/File:Translocation_Down_syndrome.png

http://www.down-syndrome.org/community/ http://webspace.webring.com/people/sn/nikki831/dow

nsyndrome/downsyndrome.html http://blogs.ubc.ca/earlychildhoodintervention2/categ

ory/2-1-children-with-genetic-disorders-down-syndrome/

http://smquay6.edu.glogster.com/down-syndrome-hassell-fritz-/

http://dsaundersot.webs.com/ http://

www.examiner.com/health-in-national/fi rst-down-syndrome-education-and-research-center-to-open-the-us

http://www.dseinternational.org/en/gb/ http://www.down-syndrome.org/give/ https://disindevt3.wikispaces.com/Down+Syndrome http://www.anewera4ds.org/saudiarabia.php

REFERENCES: IMAGES