Aarshia Presentation

8/18/2019 Aarshia Presentation

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What IsDown Syndrome


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Before we start one extremely important thing to remember!

The language a society uses to refer to persons with disabilitiesshapes its beliefs and ideas about them. Words are powerful; ld

inaccurate and inappropriate descriptors perpetuate negati"estereotypes and attitudinal barriers.

When we describe people by their labels of medical diagnoses wede"alue and disrespect them as indi"iduals. In contrast using

thoughtful terminology can foster positi"e attitudes about personswith disabilities. ne of the ma#or impro"ements in communicatingwith and about people with disabilities is $%eople&'irst (anguage.)

%eople&'irst (anguage emphasises the person not the disability. By

placing the person *rst the disability is no longer the primaryde*ning characteristic of an indi"idual but one of se"eral aspectsof the whole person. %eople&'irst (anguage is an ob#ecti"e way ofac+nowledging communicating and reporting on disabilities. Iteliminates generalisations and stereotypes by focusing on the

person rather than the disability.


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Down syndrome /or Down0s syndrome1 is a chromosomaldisorder caused by an error in cell di"ision that resultsin an extra 23st chromosome. The condition leads toimpairments in both cogniti"e ability and physical growth

that range from mild to moderate de"elopmentaldisabilities.

In ther Words

There are normally 45 chromosomes in each cell26 inherited from your mother and 26 from your

father. When some or all of a person0s cells ha"ean extra full or partial copy of chromosome 23 the

result is Down syndrome.


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The 7xtra 23st 8hromosome 8auses 9etabolicImbalance

This causes problem of

• Deletion of anti&oxidants .• Deletion of amino acids• Deletion of digesti"e en:ymes and• Deletion of many other essential nutrients in their

system

These deletion can cause dierences in the<

• 9etabolism

• =rowth• =eneral health

De"elopmental patterns The three chromosome 23 produces one and a half timesas much of the en:yme superoxide dismutase sod3 as

normal.Sod3 is the antioxidant that is encoded on the lower arm


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In simple words it means that <

8hildren with Down syndrome usually learnand progress more slowly than most other

children therefore their de"elopment tendsto be delayed in relation to chronological

age.>owe"er not all areas of de"elopment aree?ually aected. There is a speci*c pattern ofcogniti"e and beha"ioural features that are

obser"ed among children with Down syndrome

that diers from that seen in typicallyde"eloping children and children with other

causes of intellectual disability


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Some %ercei"ed 8haracteristics of 8hildrenWith Down Syndrome

Trust e"eryone imitate get hyper andsometimes act stubborn

@easons for a child with Down Syndrome being stubborn

Some of it arises out of a limited understanding ofwhat is expected of them. DiAculties in

communication as speech comes much later. Dueto the nature of the child-s mental process which

does not permit rapid changes from one consciousacti"ity to another. ne must gauge whether

obstinacy is natural or deliberate pertaining to the

situation.


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9ore in tune with emotions than logic<

• In the research it has been found that complexprocess of thought and reasoning are the lastto de"elop and the slowest in the child with

Down Syndrome.

• The older parts of the brain those thatgo"ern "ital bodily functions and thoseconnected with feeling and emotion are

more ad"anced than those go"erningconscious thought and reasoning.

• 8haracteristics li+e aection sympathy

and sensiti"ity to moods of others arerelated to basic emotions rather than


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lso

• 9ost children with Down syndrome are "erysensiti"e to other people-s attitude towardsthem and shy away from people who they feel

are indierent towards them.

• They are comparati"ely well beha"ed andgenerally do not exhibit se"ere anti&social

acti"ities such as "iolence hitting others ordestruction.

• It has also been well documented that a childwith DS would ne"er hit unpro"o+ed.


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arshia #ust li+e other children with Down syndrome has particular strengthsand wea+nesses associated with her learning de"elopment <

• She is a "isual learner.

• She lo"es unconditionally.

• She lo"es to be the centre of attention.

• >er social and emotional intelligence is "ery high. She understands alot more than she can say.

• She is able to follow classroom rules and routines.

• She will need help to remember instructions eg shorter phrases or"isual clues.

• Teacher expectations of beha"iour attitude and ability need to remain high


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(imitations

• 7xpressi"e language grammar and speech clarity

• 8hildren with Down syndrome show speci*c delays inlearning to use spo+en language relati"e to their non&"erbal understanding. lmost e"ery child will ha"e

expressi"e language that is delayed relati"e to theirlanguage comprehension.

• The gap between the children-s understanding and

their ability to express themsel"es is a cause ofmuch frustration and can sometimes lead tobeha"ioural problems.

•

It can also result in the children-s cogniti"e abilitiesbeing underestimated. (anguage delay also leads to


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erbal short&term memory

•

• The ability of children with Down syndrometo hold and process "erbal information is notas good as their ability to hold and process

"isual information.

• Studies suggest that the processing andrecall of spo+en information is impro"edwhen it is supported by rele"ant picturematerial. This information has led toeducators stressing the importance of using"isual supports including pictures signs andprint when teaching children with Down

syndrome as this approach ma+es full use of


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9a+e it "isual!


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Teaching To @ead


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Teaching reading

“Almost all children with Down syndrome arecapable of reaching a level of reading achievementthat will be functionally useful if we, their parentsand teachers, believe that this is possible and

steadily help them to progress.” -Sue Bucley, Director Down Syndrome !ducation "nternational, #$


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Why does a child readC

Why do we readC

To pro"e we can decodeCr

do we all read for contentC

The only purpose of reading is tounderstand the content.

ourtesy< specialreads.com


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Why do SI=>T W@DS come

*rst for children with DSC

Learners with Down Syndrome may have:

• %oor short termmemory

• %oor auditory memory• 'luctuating hearing loss throughout life• De*cits in auditory processing which

impact phonological awareness<• diAculty in discriminating

sounds blending sounds and• eeping the order of sounds in

short term memory

8ourtesy< specialreads.com


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It-s a #ungle out there.So how do we mature the "isualpathwayC

We also need to +now that@eading is a "ery complexprocess as it in"ol"es<3.isual perception2.isual recognition6.9ental association4.Solidi*cation of the

recognition with theassociationE.@etention5.=oal< automaticrecognition orrthographic @eading

Understanding The Visual Pathway

As It Relates To Learning To Read

Maturing the

Visual Pathwayis a PracticedProcess.



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“Reading is a brain function.Spelling is a set of rules.”

-lenn Doman

It is also important to +now that

“!honics is a set of rules.”

which might or might not wor" for our children.


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Such Texts are diAcult to read!

f %ossible boo+s without

oo much "isual clutter and withig font si:e should be used. Theyre easy for the brain to read!


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'rom the boo+ FTeach Gour 8hild to@ead in 3HH 7asy (essons)

nother =reat @esource


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ur children will learn better if

Decoding is not the focus of reading.

%honics is not the focus of reading.

Instead

Interest is the focus.

8ontent is the focus.

When we read for content comprehension follows.



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ome 8omprehension Techni?ues That 8an Be 'ollowed 'or ur 8hildre


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8omprehension Techni?ues


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7rrorless (earning

• ne fascinating tip that all of you may li+e to +now

and use is that children with Down syndromeincluding arshia are "ery FS7,SITI7 T 'I(J@7).If they sense they will not be able to do somethingcorrectly.

•

lot of times she simply refuses to do if she feelsshe would not be able to do a tas+. Gou may presenta tas+ to her which she may a"oid or would not showinterest. This may thin+ it-s #ust a beha"iour but itmay also be her way of trying to Fget out of) doing

the tas+ as she may sense that she wouldn-t be ableto do it.

• way around this is to use errorless learning. Inother words build her con*dence or gi"e herridiculously easy choices so she can get it right.


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s f Today

• s of today arshia can read grade 3 boo+sand boo+ li+e %eppa Bruno peppercomfortably. She can answer Kwhat- Kwho- and

Kwhere- ?uestions.

• She can copy comfortably from the board butmay ta+e a little longer than others.

• lso her writing has impro"ed greatly in lastyear and she is writing within lines now.


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#eaching $umbers


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• Typically the achie"ements of indi"iduals with Downsyndrome in numbers are at a lower le"el than theirachie"ements in literacy.

• >owe"er there is a wide range of progressand while some children *nd numberdiAcult other children with Down syndromeen#oy mathematics.

• @esearch *ndings indicate that good teachingusing their "isual learning strengths promoteslearning and that children with Down syndromefollow the same stages of progression astypically de"eloping children although often

with more steps and practice needed at each

• 9ost children with Down syndrome strugglewith basic number s+ills and their number s+illsare typically some 2 years behind their reading

s+ills


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s of today arshia +nows her counting till EH and ispro*cient till 2H.

• She can rote count till EH and recognise till 3HH.

• She can do two digits addition without carry o"er.

•

She uses touch math for addition.

• She can also do subtraction of single digit sums using her *nge


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Implications andStrategies

> i


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Speci*c (earning DiAculties Implications Strategies

• 're?uent coldsupper respiratoryinfections and smallear canals resultingin impacted

• waxcan cause"arying degrees oftemporary orpermanent hearingloss.

• >yperacusis ie.o"er&sensiti"e toloud noises. arshiais also "ery sensiti"eto loud noices.

• Delayed speechand languagede"elopment.

• When the hearingis aected thestudent will nothear well in theclassroomsituation.

• Inconsistentresponses toinstructionsfrom day to day

• She places her handso"er ears or want towithdraw fromsituations where thereis a lot of loud noise

• By ma+ing her sitclose to the teacher/i.e. close to thespea+er1 and byma+ing sure that sheis not getting anybright light in her eyesfrom a window.

• =i"e short instructionspossibly facing her.

• Jse languageappropriate to herle"el ofde"elopment.

>earing


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Speci*c (earning DiAculties Implications Strategies

•

arying degreesof poor muscletone.

• %oor motorplanning.

• She is 0Lat0footed.

• She is Loppy andloose #ointed.

• DiAculties with co&ordination and gait.

• arshia may ha"ediAculty +eepingup with her classwhenwal+ingM#ogging is

re?uired.

• Should be

encouraged toparticipate inphysical acti"ityalong with hisMherpeers.

• She may need tobe taught how toaccess playgrounde?uipment.

• erbal andphysical guidancewill assist her to

gain con*dence.

• 9odel or $tal+$ herthrough theproblem.

•

llow her to restwhen and where it

=ross 9otor S+ills

Speech


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Implications Strategies

•

• arshia may not be ableto indicate hisMherpersonal needs. / ,ow shecan tal+ using 6&4 word

sentences howe"er thereis a clarity issue1

• She may show frustrationassociated with theinability to communicate.

• She may use gesture as aform of expression.

•

•

•

• If a she is not being understoodplease as+ her to $Show you).

• arshia is learning to tal+ and

wouldtry to tal+ in her limited sometimesincomprehensible language. littlemoti"ation goes a long way for her.

• 7ncourage her to use social

greetings and manners eg.F=ood 9orning$ $>elp me$ and$%lease$...and to communicateat routine times eg. at lunch.

• =uide the other students to waitfor her to respond and

•

•

•

Due to the broad range of physical characteristics and intellectualabilities students with Down syndrome may display "arying degrees ofintelligible speech.

Speech

Speech


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• Short&term memory means thatarshia has diAculty retaining

instructions and may +eepforgetting them.

• She may be unable toretain multipleinstructions.

• Due to constant hearing lossand poor listening s+ills shemay elicit only parts of whathas been said.

• =i"e instructions in smallstages eg....$=et the boo+$ ...

wait for the student to carryout the instruction then ... $=oto the table$. / though she isgetting better at multipleinstructions now1

•

It may be necessary tomodel what is re?uired.

• She may ha"e diAcultyunderstanding the generalle"el of language used in theclassroom.

• She has limited expressi"elanguage structures eg. 6&4

word sentences.

• 7ncourage the other students total+ with her.

• If you can please spend *"eminutes each day tal+ing withher.

• 9a+e the most of special

occasions to elicit languageeg. birthdays. prayer time

Implications Strategies

Speech


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Implications

• She may throw tantrums orbe stubborn due tode"elopmental immaturity.

• She may ta+e longer tolearn the classroom andschool routines ie.returning to the class when

the bell goes.

• She may get o"er excited.

• She sometimes may ha"e

tas+ a"oidance beha"iours.

• Don-t gi"e up.

• @outines may need to be re&

established at the beginningof each term.

• @ules will need to be explainedindi"idually when on excursions.

•

Beha"iour management willre?uire a time commitmentabo"e what might normally beexpected.

• She might not be understanding

what is re?uired from her.

arshia should be expected to conform to classroom andschool rules the same as her peers.

Beha"iour

Strategy


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Specific Learning Difficulties Implications Strategies

• She may ha"e

diAculty ingeneralising thes+ills taught.

• lot of times she is

able to carry out atas+ at home butmay not be able todo so in theclassroom.

• Teaching the sames+ill in a "ariety ofsituations

eg. She may be ableto draw a face in artlesson but may not beable to do this in adierent lesson.• 8ommunication

betweenall personnelin"ol"ed in herteaching will ensureconsistentexpectations.

s with all students arshia has strengths and wea+nesses in"arious areas.

In some curriculum areas She may be able to do the same wor+as the rest of the class.In other areas She may ha"e some speci*c learning diAcultiesand re?uire a more structured teaching approach.

Speci*c (earning DiAculties


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Intelligence Have Dimensions Too!


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Some 9ore Strategies

• ttac+ the heart! Sympathise listen be honest

and real.

• Sometimes ,egotiation wor+s with her. / Gou and Iwould not go to wor+ if we weren-t gettingsomething for itC1 so sometimes getting

something at the end of a wor+ well done dri"esarshia.

• Don-t gi"e rewards before the compliance iscomplete.

•

Be consistent. She will learn to comply.

• Sandwich 9ethod< / immensely helpful intransitions1

A% "&ll give you what you want if'

B% (ou give me what " want.&


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What are Aarshia’s and my expectations from the school

F7"erybody is a genius but if you #udgea *sh by its ability to climb a tree itwill li"e its whole life belie"ing that itis stupid) N lbert 7instein.

• Ta+e it slow.• Be patient.• Don-t compare. 7"eryone is dierent and

will remain so!•

She wants what e"eryone wants.cceptance!

• Be the K,urse- not the KDoctor-.• Gour words will go a long way in

sensitising other children please choosethem carefull .


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Belie"e in Oustice!


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Gou re The 8hosen ne!

If =od was tal+ing to you he would-"e said the exactsame thing

FGou need a sign. What better one could I gi"e than toma+e this little one whole and newC I could do it but I willnot. I am the (ord and not a con#urer. I ga"e this mite a giftI denied to all of you&)7ternal innocence.)

To you she loo+ imperfect&but to me she is Lawless li+ethe bud that dies unopened or the Ledgling that fallsfrom the nest to be de"oured by the ants. She will ne"erper"ert or destroy the wor+ of my father-s hands. She isnecessary to you.)

She will e"o+e the +indness that will +eep you human. >erin*rmity will prompt you to gratitude for your own goodfortune. 9ore! She will remind you e"ery day that I am whoI am that my ways are not yours and that the smallestdust mote whirled in dar+est space does not fall out of myhand. I ha"e chosen you. Gou ha"e not chosen me. This

)


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