Down syndrome, also known as Down’s syndrome or Trisomy 21, is a genetic different caused by an extra chromosome in a person’s cells. While it is thought that the likelihood of having a Down baby increases with maternal age, the average age of mothers who have a baby with Down is 29 years.
Although people with Down syndrome share common physical characteristics, they will resemble family members.
Children with Down can be more prone to some health conditions but life expectancy has risen drastically, from just 15 years in the 1960s to more than 60 years in current times.
Dispelling some common myths about Down syndrome
- ‘People with Down are always happy’. This isn’t true – they experience the same range of moods and emotions as everyone
- ‘Children with Down should be in a special school’. Actually, being in a mainstream school can be beneficial to the child and teach others about inclusion and diversity. Research suggests Down children perform better in an inclusive environment
- ‘People with Down can’t read or write’. Previous negative attitudes relating to Down children’s ability to learn have been disproved and their visual learning ability means they often excel in reading
- ‘Down syndrome is a spectrum’. Not true. People either have Down, or they don’t and there is no mild or more severe version of it. However, around 15% of Down children have autism or ADHD
Supporting a child with Down syndrome in the classroom
- Despite being good visual learners, up to 70% of children with Down wear glasses by the age of seven. It helps to sit pupils near the front of the class and use larger type for text
- More than half of Down children have a hearing impairment caused by developmental defects in the ear and auditory nerves. Teachers should speak directly to the pupil and reinforce speech with visual prompts such as pictures
- Poor muscle tone and loose joints can affect and delay motor and cognitive development. Providing additional practice and encouragement for motor skills activities can help children to learn, as can using a range of multi-sensory materials
- Children with Down may have poor auditory short-term memory and processing skills, so it’s important to give them time to process and respond. Lengthy whole class discussion should be avoided
- Speech and language delay is often seen in Down children due to a small mouth cavity and cognitive difficulties. Using simple and familiar language, reinforced with visual prompts, can help them feel included in speaking activities
- Adding variety to the lesson with a range of activities lasting shorter periods can help to keep on task the Down child who has a short attention span
- Build structure and routine into the school as Down children thrive on structure and clearly defined activities. Informal situations can be challenging, and they can respond poorly to change. They might need longer to adapt to transition, such as moving from a classroom to another part of the school
- Encourage your Down pupil to participate in as many activities as possible, and give them achievable targets
- Work closely with parents on what learning strategies work well and what should be avoided
*For further information go to downsyndromeuk.co.uk and downs-syndrome.org.uk
