Supporting Students with Down Syndrome
What is Down syndrome?Down syndrome is naturally occurring and has always been part of human development. Down syndrome occurs naturally, when there is a copy of, or part of, chromosome 21. Down syndrome is present in all racial groups, in all genders, and is not predictive of socioeconomic status. In other words,Down syndrome is inclusive to all humans. In Canada, a Down syndrome child is born in 1 in every 800 births. Down syndrome is considered a syndrome as there are multiple signs and symptoms that usually occur together that indicate Down syndrome.
How does Down syndrome happen? Down syndrome occurs when a person has a full or partial extra copy of chromosome 21. Each cell in the humans body typically contain 23 pairs of chromosomes - or 46 chromosomes in total. Chromosomes contain all the genetic material that make up our physical characteristics and features such as our eye colour, height, etc. One set of chromosomes (23 chromosomes) comes from your mother's egg and the other set of 23 chromosomes comes from your father's sperm. Each chromosome has a "partner" and they line up with each other. For example, chromosome 1 from your mother, lines up with chromosome 1 from your father. Sometimes, there are three copies of chromosome 21, instead of two, (making 47 total chromosomes instead of 46), or an extra piece of chromosome 21. When this happens, a baby is created who has Down syndrome. No one knows why exactly this happens, but it is no one's fault. Down syndrome usually does not come from your mom or your dad (in rare cases it can be inherited) and is not caused by your parents. It's just another amazing way that life is created! The extra genetic material from the extra chromosome 21 creates the characteristics associated with Down syndrome. Some of the common physical traits of Down syndrome are low muscle tone, a smaller stature, an upward slant to the eyes, and a single deep crease across the centre of the palm. It is important to keep in mind that people with Down syndrome are unique individuals, just like all people. They may possess the common characteristics of Down syndrome to different degrees, or not at all. The only way to know that someone has Down syndrome is from genetic testing through blood tests. The three types of Down syndrome
Trisomy 21 - all the body's cells have an extra chromosome 21. Although numbers vary, it is accepted that about 97% of people with Down syndrome have this type of Down syndrome. Translocation - extra chromosome 21 material is attached to another chromosome. Around 2- 4% of people with Down syndrome have this type. Mosaic - in which only some of the cells have extra chromosome 21 material. About 1- 2% of people with Down syndrome have this type. |
Just Like You - Down syndrome"Just Like You Films is a nonprofit organization that created films and materials that educate our audiences about subjects including childhood cancer, burns, Down syndrome and autism. We capture real life stories that reveal how we are more alike than we are different."
Excerpt from http://justlikeyoufilms.org/about/ This video link is shared with permission from Just Like You Films. Don't limit me!Down syndrome need from their educations. Although American, the message is universal...Megan shares her message of "DON'T LIMIT ME!"
In this clip, Megan Bomgaars, a Denver youth with Down syndrome shares with viewers her ideas about what students with and without Down Syndrome Awareness WeekThe Canadian Down Syndrome Society (CDSS) celebrated National Down Syndrome Awareness Week (NDSAW) from November 1-7, 2014. NDSAW celebrates Canadians with Down syndrome and encourages Canadians to “See the Ability” in all people.
For more information about the week click here. Their page has some great resources for promoting this week. Click here for resources. World Down Syndrome Day |
Down syndrome or Down's syndrome?Down syndrome is named for the English physician John Langdon Down, who characterized the condition (but did not have it). The AP Stylebook recommends using "Down syndrome" as opposed to Down's syndrome because an "apostrophe" suggests ownership or possession. While Down syndrome is listed in many dictionaries with both popular spellings (with or without an apostrophe), it is best to ask if a family has a preference for the use of the term.
Information retrieved from: http://www.ndss.org/Down-Syndrome/What-Is-Down-Syndrome/
|
World Down Syndrome Day (WDSD) is recognized every year on March 21. This day is a global awareness day that has been officially observed by the United Nations since 2012. This day is organized to help raise awareness of what Down syndrome is, what it means to have Down syndrome, and how people with Down syndrome play a vital role in our lives and communities.
Disability Conferenceshttp://www.starlingweb.com/adp/current.htm
This site offers a calendar of events in disability, rehabilitation and assistive technology. Conferences are organized by date and contact information is provided. |
Down Syndrome and Learning
Students with Down syndrome can vary widely in their learning profiles. Like all children, children with Down syndrome will make their best progress when they feel supported, encouraged, and feel secure. Students with Down syndrome have strengths and challenges, just like all learners, and their diagnosis should not define them as learners. However, knowledge of their strengths and challenges will play an important role in supporting learning and development.
Learning Strengths
|
Learning Challenges
|
Down Syndrome Education Online is a great resource that provides information on development and learning of students with Down syndrome. Categories such as Reading and Writing, Speech and Language, and Numbers and Math are further divided into developmental stages by age range. The information provided is written by experts in the field of Down syndrome studies. The site also provides free access to current research articles in their online journal, Down Syndrome Research and Practice.
Articles and Resources
Meeting the Educational Needs of Children with Down Syndrome: Keys to Successful Inclusion
This is an excellent article that discusses the strengths and challenges of learners who have Down syndrome. Sue Buckley is a leader in the field Down syndrome research and in this article, she and Bird, provide educators with an excellent overview of strategies to include students with Down syndrome in the classroom. Buckley, S., & Bird, G. (n.d.). Meeting the Educational Needs of Children with Down Syndrome: Keys to Successful Inclusion. Available for download at: http://www.nfer.ac.uk/nfer/pre_pdf_files/02_28_01.pdf. |
Increasing Comprehension for Middle School Students with Moderate Intellectual Disability on Age-Appropriate Texts
In this study, four students with intellectual impairments received intervention using age-appropriate texts while trying to increase reading comprehension. One of the students in the study had Down syndrome. The results of the study reveal the importance of using age-appropriate texts and providing choice answers to demonstrate comprehension. Shurr, J., & Taber-Doughty, T. (September 01, 2012). Increasing Comprehension for Middle School Students with Moderate Intellectual Disability on Age-Appropriate Texts. Education and Training in Autism and Developmental Disabilities, 47, 3, 359-372. Available for download at: http://daddcec.org/Portals/0/CEC/Autism_Disabilities/Research/Publications/Education_Training_Development_Disabilities/2011v47_journals/ETADD_47_3_359.pdf. |
Education Resource Guide
Produced in 2011 by the Down Syndrome Network of Montgomery County, this resource provided up-to date information for families and educators on the strategies on how children with Down Syndrome learn, tools for the classroom, and general learning information. Down Syndrome Network of Montgomery County. (2011). Education Resource Guide. Rockville, MD: Author. Available for download at: http://www.dsnmc.org/wp-content/uploads/2011/01/DSNMCEducationResourceGuide.pdf |
Case study: Wirelessly Connecting Youth for Future Success
This study piloted and evaluated e-learning mobile learning (using iPads) in the areas of literacy and numeracy. all participants in the study struggled in these areas. Of particular interest is the student who had Down syndrome. Like all student who participated in the study, the student who had Down syndrome preferred using the iPad to their technologies and also showed improvement with spelling. The study concludes that there were a number of benefits achieved by this project and researchers found that using the iPad re-engaged the students in the study and that they achieved some additional skills. Also, students in the study enjoyed using the apps for literacy and numeracy learning and when compared to traditional learning activities, preferred using the apps. Central Gippsland Institute of TAFE. (2012) . Case study: Wirelessly Connecting Youth for Future Success. Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education: Author. Available for download at: https://pfp2012.wikispaces.com/file/view/Wirelessly_Connecting_Youth_case_study.pdf |
DSAQ Guide to Apps (2nd Edition)
As cited in the Guide: "The iPod Touch and iPad are exciting technologies that are providing endless opportunities to support learning and lifestyle for people with Down syndrome of all ages. Perhaps the most exciting aspect of this technology is the move away from traditional ‘disability specific’ devices and equipment towards the use of a mainstream tool in a proactive and creative way." (1) Down Syndrome Association of Queensland Inc. (2012). DSAQ Guide to Apps. (2nd ed.) Stafford DC, QLD: Author. Available for download at: http://www.dsaq.org.au/down-syndrome-information/DSAQ_publications |
Utilising information communication technology to assist the education of individuals with Down syndrome
In this article, Bob Black's and Amanda Wood's book Utilising information communication technology to assist the education of individuals with Down syndrome is summarized and the benefits of using technology with students who have Down syndrome are discussed. The article cites: "Computer-assisted learning offers particular benefits for children with Down syndrome such as visual presentation, self-paced learning, highly motivating graphics and sound, immediate feedback and the opportunity to be in control of their own learning." Available at: http://www.down-syndrome.org/information/education/technology/ |
Links
http://www.down-syndrome.org
Down Syndrome Education Online offers excellent, well researched information about Down syndrome and includes links to resources such as articles, books and scientific papers.
http://www.ndss.org
The National Down Syndrome Society (American)
http://www.downsyndromevictoria.org.au/
A great site from Australia.
http://cdss.ca/
The Canadian Down Syndrome Society
http://halifaxnsdss.ca
The Halifax Nova Scotia Down Syndrome Society
Down Syndrome Education Online offers excellent, well researched information about Down syndrome and includes links to resources such as articles, books and scientific papers.
http://www.ndss.org
The National Down Syndrome Society (American)
http://www.downsyndromevictoria.org.au/
A great site from Australia.
http://cdss.ca/
The Canadian Down Syndrome Society
http://halifaxnsdss.ca
The Halifax Nova Scotia Down Syndrome Society
"All people are valued, fully participating citizens"
The Canadian Down Syndrome Society Mission Statement