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DOWN SYNDROMEJannies Casiano Díaz
Alexandra Mercado Mateo
Educ 413
Prof. Cynthia García Avilés
04/29/15
INTRODUCTION
This oral presentation is about the down syndrome.
Also explain the physical and cognitive
characteristics. As well the techniques and strategies
used for teaching. Additional two videos on the
routine and daily life of these exceptional children
were shown.
WHAT IS THE DOWN SYNDROME
Is a chromosomal abnormality and probably the most
common genetic condition, occurs in approximately one in
every eight hundred to one thousand live births or
accounts for approximately 5 or 6 percent of intellectual
retardation. Initially this condition was given the label of
Mongolism due the physical characteristics of the disorder.
PHYSICAL CHARACTERISTICS
Smaller overall stature. Flat facial Thick epicanthal folds in the corners of their eyes. Protruding tongues due smaller oral cavity. Muscle hypotonia (low muscle tone).
COGNITIVE CHARACTERISTICS
Poor oral motor control. Delayed speech. Often underestimated. Frustration from difference in language.
TECHNIQUES
Inclusion Self-esteem Intellectual Short attention spans Distractibility Speech and language Behavior management
INCLUSION
To have an effective inclusion the teacher must be
fully supportive . The strategies to be used to
reach and teach will often be beneficial to many
learners in the classroom. Its is important to have
modifications, accommodations and interventions.
Also be sure that all procedures where understood by student.
keep noise levels at an acceptance level.
have a special location for test taking for those that required free distractions to enable success.
Work organized. Clarifications and reminders are
given regularly as needed.
KEYS TO SUCCESS
SELF ESTEEM
The physical characteristics of student will often result in
lowered self esteem. Our commitment is to take every
opportunity to boost self confidence and instill pride through
a variety stages. Generally demonstrate good social
communication skills, which can be constructively utilized to
increased learning and also help with the self esteem.
Accentuate the positive. Give the opportunity to tell ten (10) things they like
about themselves. Avoid criticism. Remember that self esteem is about how much
children feel valued, appreciated, accepted, loved and having good sense of self worth.
Expectations must always be realistic.
SELF ESTEEM
INTELLECTUAL Solid intervention and high quality instruction. Use multi modal approach. Concrete materials and real world authentic
situations. Use language appropriate for understanding and
speak slowly. Break tasks into smaller steps. Provide instruction for each step. Short term memory.
SHORT ATTENTION SPANS
Direct instructions in short periods of time along with
smaller chunks of activities will help to support
learning. Introducing new material slowly,
sequentially and in step by step will help to ensure
maximum learning.
DISTRACTIBILITY
Often distracted. Employ strategies that work to minimize
distractions. Keep noise level down and having orderly classroom
. Explain expectations, routines and rules.
SPEECH AND LANGUAGE
Down syndrome student suffers from serious problems of hearing difficulties and articulation problems.
They require speech and language intervention. This including direct instructions.
In some cases augmentative or facilitated communications will be a good alternative of communication.
SPEECH AND LANGUAGE
Augmentative communication will use gesture, communications boards, picture, symbols, drawings or a combination of all.
Patience and model appropriate interactions.
BEHAVIOR MANAGEMENT
Positive reinforcement is the best method than anything punitive. All the reinforces need to be meaningful.
Examples of different kinds of reinforcement: Natural reinforcers Token reinforcers Social reinforcers Tangible reinforcers
BEHAVIOR MANAGEMENT
Natural reinforces are those that occurs directly as a result of the behavior. Example: paying attention to the class.
Token reinforces are points or tokens that are awarded for performing certain actions. This token can be exchange for something of value.
Social reinforces involve expressing approval of behavior. Example: “Good Job”
Tangible reinforces involve the presentation of an actual physical reward. Example: Toys, candy and other objects.
STRATEGIES
Children's with down syndrome are capable learners.
They just need the opportunity to accomplish at a slower
pace. They are strong visual learners, which means they
understand what they see better than what they hear.
The use of manipulates and activities learning can be
beneficially employed in the development of number
concept.
STRATEGIES
Specifics points important in the process of their learning development: Visual learners Understand a lot more than they can say. Able to follow classroom rules and routines. They need help to remember instructions. (short
phrases or visual clues).
CONCLUSION
In conclusion we can say the importance of inclusion for the
progress of children, as it helps in daily routine and school.
In addition to be able to function in different environment
without feeling less valuable. We can not forget that the
support of family and teacher is also fundamental.
VIDEOS
K/1st Grade Child with Down Syndrome
https://youtu.be/kFQpqigIcOY
Baby with Down Syndrome Reading at 17 Months
https://youtu.be/c8hJaxrOsIQ