Down SyndromeMike Dowling and Adam Bourret

What is Down Syndrome?

It is the most recognizable genetic condition associated with intellectual disabilities

Is one of three chromosomal abnormalities, the most common one is called trisomy 21

Trisomy 21

Is the presence of an extra number 21 chromosome

Resulting in 47 chromosomes instead of 46 (23 from each parent)

Can be diagnosed prenatalDown Syndrome Video

Facts

1 in 700 children are born with DS5,000 born in the US each yearFathers are genetically responsible for 25%

of all casesWomen over the age of 35 present the

highest risk (1 in 290) age 40: 1 in 150 births At 45: the risk is 1 in 20 births

Characteristics short stature poor muscle tone small nose with flat

bridge eyes slanted up ward

and outward exaggerated folds of

skin around eyes mild to moderate obesity under developed

respiratory and cardio vascular systems

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Characteristics

short legs and arms in relation to torso

short neck small low-set ears small head and flat face broad hands and feet stubby fingers and toes poor balance perceptual difficulties poor vision and audition

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Motor Performance

Delays or deficitsSlowness of movement

Have a smaller overall brain volume Significant reductions in both cerebrum

and cerebellum.

Down Syndrome

Risk FactorsAge more rapidlyMedian Age at death:

Caucasian: 50 years African American: 25 years Other Races: 11 years

Teaching Strategies

Most Individuals with DS do not progress beyond the intellectual capabilities of a 6-8 year old Don’t assume child in incapable though

Rate of response may also be slowerMore repetition is necessaryShort attention spanDistractibility

Effective Strategies

Effective For Students With DS Routine Repetition Scaffolding Use of peer partners Know individual student needs Reproductive teaching methods

Attention span

Task Analysis

Helpful in modifying a task for individual needs

Break tasks into smaller stepsAnalyze the sequenceTrain each stepEx: Breaking down the steps of how to

throw a ball and teaching them in sequence

Pacing

Students with DS generally have a slower rate of response

Pacing involves both the rate of speaking & moving

Wait TimeUse demonstrations and visualsExample: After asking a question wait a

minimum of 5 seconds for the response

Reinforcement

Simple yet effectiveLow task persistenceMore interested in people than objectsMotivated by the praise and

encouragement of significant others

Adventure Education

Promotes positive social skills between students with DS and peers

Promotes high levels of enthusiasm & participation

*Modification Task*

Behavior Management

PlanRoutine, rules & consequencesMake learning excitingPositive reinforcementShould promote independence & self

management

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Sources Fox, S., Farrell. P., & Davis. P. (2004). Factors Associated with the Effective Inclusion

of Primary-aged Pupils with Down’s Syndrome. British Journal of Special Education, 31, 184-191

Grenier, M., Rogers, R., & Iarrusso, K. (2008). Including Students with Down Syndrome in Adventure Programming. Journal of Physical Education, Recreation, and Dance, 79, 30-36

Klein, M. D., Cook, R. E., & Richardson-Gibbs, A. M. (2001). Strategies for Including Children with Special Needs in Early Childhood Settings. USA: Delmar.

Nadel, L. & Rosenthal, D. (1995). Down Syndrome: Living and Learning in the Community. New York: Wiley-Liss, Inc.

Pueschel, S. (2001). A Parent’s Guide to Down Syndrome: Toward a Brighter Future. Baltimore, MD: Paul H. Brooks Publishing Co.

Weeks, D. & Chua, R & Elliot, D. (2000). Perceptual-Motor Behavior in Down Syndrome. Library of Congress Cataloging-in- Publication Data.

Winnick, J. P. (2005). Adapted Physical Education and Sport (4th ed.). USA: Human Kinetics.

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