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