Down's syndrome in the Classroom
Children with Down Syndrome, though may need some extra care, have a great ability to be assimilated into a classroom setting with their peers. The most important factor in their learning experience comes from the ability for teachers to recognize their needs, and also know that they are just another student with every right to gain an education. To start, the video blow provides a wonderful image of what it means for a child with Down’s Syndrome to be in a regular classroom.
(CLICK TO VIEW CLIP)
Nick, as you can see, is able to be in a classroom with his disability. Though students with the disease are delayed in their development, they are still able to learn their reading, math, writing, science in the same order and manner as other students. Teachers and parents will be able to support children with Down Syndrome, so that they are able to keep up with and learn with their peers. This clip shows another advantage to keeping students with Down Syndrome in a mainstream school. By keep them there, other students will be more accustomed to the diversity of their peers, and the disability will not be accepted on the account of exposure. Creating a positive environment for a student with Down Syndrome is possible, and an advantage in their learning.
Inclusion
A question that has been raised for students with learning disabilities, especially for Down Syndrome, has been the idea of including them in a mainstream classroom versus teaching them in a separated environment (like special needs school). Though the decision relies upon the parents of the student, mainstream schools are more than capable with aiding to and helping the students with the disability.
In one such study, a researcher conducted a naturalistic experiment over a decade. Initially, parents of the younger students found the adjustment to a regular classroom setting to be stressful. However, after a year or so, only positive reactions (from the parents) were recorded. This was because the parents saw a positive experience for their children in schools properly equipped for students with disabilities. Students need speech therapy’s in order to keep up the communication between them and the teachers and peers. They also are then accepted among peers, and are not alienated because they are considered different. Inclusion is a step in a positive direction to helping students with learning disabilities. Immersion in schools can help students with language impairments because it provides a richer language environment. Students will also gain support from others, and peer relations can be vital to their social and cognitive development. Also through inclusion in the classroom, students with Down Syndrome will be able to better develop their behavior skills, which is seen as one of the largest concerns for teachers and parents.
In one such study, a researcher conducted a naturalistic experiment over a decade. Initially, parents of the younger students found the adjustment to a regular classroom setting to be stressful. However, after a year or so, only positive reactions (from the parents) were recorded. This was because the parents saw a positive experience for their children in schools properly equipped for students with disabilities. Students need speech therapy’s in order to keep up the communication between them and the teachers and peers. They also are then accepted among peers, and are not alienated because they are considered different. Inclusion is a step in a positive direction to helping students with learning disabilities. Immersion in schools can help students with language impairments because it provides a richer language environment. Students will also gain support from others, and peer relations can be vital to their social and cognitive development. Also through inclusion in the classroom, students with Down Syndrome will be able to better develop their behavior skills, which is seen as one of the largest concerns for teachers and parents.
Accommodating behavior
There is no correct way to accommodate children with Down’s Syndrome into the classroom, because of the different variations of the disability and the behavior abnormalities that may affect a classroom setting. Therefore, it is important for teachers to have knowledge of both ends of the spectrum in regards the children’s behaviors with the disease.
Many times, children with Down Syndrome have the stereotype of being very well tempered, affectionate and placid in the classroom. If this is the case, many times those behaviors are then accompanied by unfit social interaction. One such study showed that a young girl was very quiet and well behaved in her class, however, at recess, was very inappropriate and could not keep her hands to herself. Teachers can aid with this child’s development by making sure all students know class rules, and strictly abiding by those rules. In addition, better behaviors skills will help the disabled students in peer acceptance and self- esteem, which will also continue positive cognitive and social development.
At the other end of the spectrum, teachers show concerns of having a student who continuously disrupts the classroom setting. Indeed some research does show that children with Down Syndrome can be stubborn and difficult to manage, which is why it is important not to force them into situations they are not ready for. Especially with this disease, students are cognitively delayed, and therefore may not be at the standard of what is expected for their age level. However, there can be solutions Behavior issues in the classroom can be traced back to attention difficulties. After delayed physical development as well as some mental, children with Down Syndrome are sometimes further behind in their maturity. Similar to many situations, children with Down syndrome need strict guidelines. Minimizing distractions or other opportunities will create an optimal environment. In a classroom, accommodating to the needs of a single child can be difficult, however it may be necessary in order to make children with special needs feel most comfortable.
Many times, children with Down Syndrome have the stereotype of being very well tempered, affectionate and placid in the classroom. If this is the case, many times those behaviors are then accompanied by unfit social interaction. One such study showed that a young girl was very quiet and well behaved in her class, however, at recess, was very inappropriate and could not keep her hands to herself. Teachers can aid with this child’s development by making sure all students know class rules, and strictly abiding by those rules. In addition, better behaviors skills will help the disabled students in peer acceptance and self- esteem, which will also continue positive cognitive and social development.
At the other end of the spectrum, teachers show concerns of having a student who continuously disrupts the classroom setting. Indeed some research does show that children with Down Syndrome can be stubborn and difficult to manage, which is why it is important not to force them into situations they are not ready for. Especially with this disease, students are cognitively delayed, and therefore may not be at the standard of what is expected for their age level. However, there can be solutions Behavior issues in the classroom can be traced back to attention difficulties. After delayed physical development as well as some mental, children with Down Syndrome are sometimes further behind in their maturity. Similar to many situations, children with Down syndrome need strict guidelines. Minimizing distractions or other opportunities will create an optimal environment. In a classroom, accommodating to the needs of a single child can be difficult, however it may be necessary in order to make children with special needs feel most comfortable.
View this clip of communication and speech skills!
COMMUNICATION/SPEECH:
Now take a moment and answer some of these questions for yourself.
What is the teaching doing? How does the student react to the simulation? How
is this different than with a child who is not disabled?
In reality, children with Down Syndrome can learn in similar manners as other children, just with a little more push and assistance. Many students with down syndrome face cognitive delays with their speech, and are therefore poor at communication. What one can view from the video, is that the teacher is actively engaging the student, and positively reinforcing her for answering her questions. With enough encouragement, students with delayed speech abilities will learn the means of better communication. Another reason why communication from both teachers and for the students is so important, is that it can help answer some of the behavior questions. Not all students with Down Syndrome have behavior issues, and instead have trouble communicating their wants and needs to adults and peers.
Some strategies that will help students with Down Syndrome become more accustomed to the classroom language include:
For all of the above, at some point or another all children should have the same type of experience while learning language. However for students with Down syndrome, they will need extra attention, but it does not have to be a burden. There are many ways in which teachers can make communicating games enjoyable and interactive for their students with disabilities. The goal for increased communication skills is that students with Down syndrome can participate in group activities, be able to ask classmates for help, and again help communicate wants and feelings. Through positive reinforcements, the teacher can encourage students with the disability. Once a student begins to initiate eye contact, face classmates straight on, and speak more spontaneously, then you know the student is making an effort to improve communication.
In reality, children with Down Syndrome can learn in similar manners as other children, just with a little more push and assistance. Many students with down syndrome face cognitive delays with their speech, and are therefore poor at communication. What one can view from the video, is that the teacher is actively engaging the student, and positively reinforcing her for answering her questions. With enough encouragement, students with delayed speech abilities will learn the means of better communication. Another reason why communication from both teachers and for the students is so important, is that it can help answer some of the behavior questions. Not all students with Down Syndrome have behavior issues, and instead have trouble communicating their wants and needs to adults and peers.
Some strategies that will help students with Down Syndrome become more accustomed to the classroom language include:
- Exposure to books and word games
- Encourage parental involvement outside of the classroom in regards to reading
- Encourage ‘sight’ reading, so students are better at recognizing vocabulary
- Emphasize certain words that help connect thoughts (and, but)
- Repetition of sentences and patterns of words
For all of the above, at some point or another all children should have the same type of experience while learning language. However for students with Down syndrome, they will need extra attention, but it does not have to be a burden. There are many ways in which teachers can make communicating games enjoyable and interactive for their students with disabilities. The goal for increased communication skills is that students with Down syndrome can participate in group activities, be able to ask classmates for help, and again help communicate wants and feelings. Through positive reinforcements, the teacher can encourage students with the disability. Once a student begins to initiate eye contact, face classmates straight on, and speak more spontaneously, then you know the student is making an effort to improve communication.