The Education of Down Syndrome Children

Down Syndrome is a birth defect that occurs in approximately one of every 800 babies. The defect is caused by the presence of an extra chromosome, which results in physical abnormalities. The more serious abnormality, however, is mental retardation. Most children with Down Syndrome develop more slowly than the average child, but this development can vary from a delay that is mild to one that is severe (Shelov, 1994).

Parents often do not have the skills necessary to engage a Down Syndrome child in ways that stimulate development (Sanz & Menendez, 1996). Physicians usually recommend that parents take advantage of early intervention programs that apply specially designed therapies to help the child make the most of his or her abilities (Shelov, 1994). Research studies demonstrate that parents who develop intervention techniques are able to see positive results of their intervention, and that these results encourage the parent to continue working with the child. Further research (Sanz & Mendendez, 1993) has indicated that better results can be obtained if the child receives social reinforcement coupled with interaction (such as grasping the child's hands and clapping them). Sanz and Menendez (1996) report that early intervention results in higher functioning, and that the greatest results are achieved when Down Syndrome children begin receiving intervention soon after birth.

As the child grows older and enters preschool or elementary school, the child can benefit from inclusion, which means placing the child in a regular education classroom. Inclusion differs from mainstreaming in that the child is part of the regular classroom and not simply a visitor. A Down Syndrome child's curricular goals and needs may differ from those of the average child, but these needs can be met through a carefully implemented plan.

In a recent survey of teachers conducted by the National Down Syndrome Society, 92% of 120 regular classroom teachers rated their experience of having a Down Syndrome child in their classroom as excellent. Teachers reported that the most common modifications they made to accommodate the needs of the Down Syndrome child were individual and small group instruction, and that it was not necessary to modify their classroom behavior modification strategies. Nearly all the teachers (91%) indicated they need more training and preparation before working with a Down Syndrome child (Sack, 1996).

Parents are required to participate in the preparation of the Individualized Education Program (IEP) that provides detailed information on the educational program and includes short- and long-term goals. School staff need to reach out to parents who may be uncertain about how their input can be incorporated. Inclusion is not easy, but it can result in significant benefits to the Down Syndrome child as well as the other students in the class. In order for the child to experience success, parents, teachers, and administrators must work together.

For further information:

The National Down Syndrome Society maintains a Web site with a wealth of information on Down Syndrome. Among the information on the site are book reviews for parents, concise articles that discuss many aspects of Down Syndrome, and links to other sites. (URL: http://www.ndss.org/)

The National Down Syndrome Society (NDSS)
666 Broadway, 8th Floor
New York, NY 10012-2317
Telephone: 212-460-9330

The ERIC Clearinghouse on Disabilities and Gifted Education maintains a Web site with full-text articles on a wide range of topics related to disabilities and gifted education. One article focuses on Down Syndrome.

URL: gopher://ericir.syr.edu:70/00/Clearinghouses/16houses/ERIC_EC/Other_Disabilities/Digest457

A second article on their site, Including Students with Disabilities in General Education Classrooms, can be found at:

gopher://ericir.syr.edu:70/00/Clearinghouses/16houses/ERIC_EC/Instruction_Management/Digest521

Sources:

Sack, J. (1996, November 18). Down syndrome survey shows success in inclusion. Education Daily, 29, p. 4.

Sanz, M. T., & Mendendez, J. (1996). A study of the effect of age on onset of treatment on the observed development of Down's Syndrome babies. Early Child Development and Care, 118, 93-101.

Sanz, M. T., & Mendendez, J. (1993). Early acquisitions of trisomic-21 and social reinforcement. Early Child Development and Care, 91, 17-23.

Shelov, S. P. (Ed.). (1994). The American Academy of Pediatrics: Caring for your baby and young child, birth to age 5. The complete and authoritative guide. New York: Bantam Books.