Down syndrome
description
Transcript of Down syndrome
Megan RoggED 243 April 13, 2012
DOWN SYNDROME
Genetic Condition: Chromosome
deficiency Most common cause
of human birth defects
There are different levels of severity
Screenings and tests are available to determine if an unborn baby has Down Syndrome
THE BASICS OF DOWN SYNDROME
http://www.youtube.com/watch?v=-cA3t1HW1Ow&feature=related
WE ARE MORE ALIKE THAN DIFFERENT
Trisomy 21TranslocationMosaicism
THREE TYPES
Most common- 95%Extra chromosome
47 instead of 46 3 number 21 chromosomes,
instead of 2 How does the extra
chromosome get there? When an egg or sperm is
formed, the woman’s or man’s chromosomes typically split, leaving only one chromosome in the egg or sperm. In the case of Trisomy 21, the chromosome does not split, leaving an extra in the egg or sperm.
TRISOMY 21
3-4% of Down Syndrome patients An extra part of the number 21 chromosome sticks to
another chromosomeA parent may be carrying the extra chromosome part
in a hidden form
TRANSLOCATION
1-2% of Down Syndrome diagnosis
Extra 21st chromosome, but only in some cells
MOSAICISM
PhysicalMental Social
SYMPTOMS
Hypotonia: decreased muscle tone at birth
Flattened noseSeparated joints
between the bones of the skull
Small ears and mouthUpward slanting eyesWide hands and short
fingersWhite spots on the
colored part of the eyeSlower physical
developmentOther health issues
PHYSICAL SYMPTOMS
Impulsive behaviorPoor judgmentShort attention
spanSlow learningAnger and
frustration
MENTAL AND SOCIAL SYMPTOMS
Evaluation and LabelingIDEA
Students with Down Syndrome are being tested under the Mental Retardation category of IDEA Assessment require
greater expressive language than they usually have
Unable to answer questions that test their cognition because of their language limitations
Scores often do not reflect their true cognitive abilities
EVALUATION ISSUES
Nearly all Down Syndrome children are categorized under Mental Retardation (MR)
Least Restricted Environment (LRE) decisions in the IDEA require that IEP teams consider general education placement first
However, under the MR label Only 15% of MR students in America are being
educated in the general education classroom more than 80% of the day
Almost 50% of MR students are in general education classes less than 40% of the school day
Sometimes these environments are best for the child, other times it is based more on their label
LEAST RESTRICTIVE ENVIRONMENT
General Practices, Literacy, and Math
EDUCATIONAL PRACTICES
Inclusion: Natural environment promotes
peer relationships Promotes healthy relationships
with peersEncourage students’ self-
esteemAlways strive to move the
student along the learning continuum
Use concrete materials and meaningful, real life situations whenever possible
Be cautious of your language: vocabulary and speed
Break tasks into smaller steps
GENERAL PRACTICES
Direct instruction in short time periods Introduce material slowly and
sequentially Small chunks of activities Minimize distractions
Have clear routines and rules Keep the classroom organized Limit surprises Minimize the noise level Some students with Down Syndrome
will get distracted when sitting next to the window
Set up intervention when necessary
Implement the same behavioral management techniques as with the other students
GENERAL PRACTICES (CONT.)
Children with Down Syndrome are often able to read when given the opportunity
Some will start elementary school with age-appropriate abilities
Teaching students with Down Syndrome how to read at an early age promotes: Development of spoken
language skills Access to other content
areas
LITERACY
Students with Down Syndrome Generally have difficulties
developing strategies Generally have restricted
working and short-term memory capacity
Suggested Teaching Strategies: Directly teach strategies Choose which strategies are
necessary for them to learn Aim for them to over-learn Give the students adequate time Use tools and manipulatives:
calculators!
MATH
Electronic Resources and Images
REFERENCES
Faragher, R. (2004). I can do maths too--Count me in!. Australian Primary Mathematics Classroom , 9(1), 23-27. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=dc8c75e2-53f8-4567-9a22-e56eb85a00a4%40sessionmgr115&vid=6&hid=122
Hurd, H. (2007). Are you Up for Reading?. Literacy Today, (53), 11. Retrieved from http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=2a32a065-9319-4de7-bdaa-dc83c36e44c0%40sessionmgr113&vid=5&hid=110
Jones, Jeff. (2007, September 27). We’re More Alike Than Different. [Video File]. Retrieved from http://www.youtube.com/watch?v=-cA3t1HW1Ow&feature=related
Kaneshiro, Neil K., & Zieve, David. (2010). Down Syndrome: Trisomy 21. Pub Med Health. Retrieved from http://www.ncbi.nlm.nih.gov/pubmedhealth/PMH0001992/
REFERENCES: ELECTRONIC RESOURCES
Sabia, Ricki. (2009). Education Issues for Individuals with Down Syndrome. Retrieved from http://www.ndss.org/PageFiles/167/Down%20Syndrome%20Caucus%20Testimony%202-26-09.pdf
UCSF Medical Center Specialists. (2012). Down Syndrome. Retrieved from http://www.ucsfhealth.org/education/down_syndrome/index.html
Watson, Sue. (2012). Teaching Down’s Syndrome Students. Retrieved from http://specialed.about.com/od/disabilities/a/downs.htm
REFERENCES: ELECTRONIC RESOURCES
http://en.wikipedia.org/wiki/File:Translocation_Down_syndrome.png
http://www.down-syndrome.org/community/ http://webspace.webring.com/people/sn/nikki831/dow
nsyndrome/downsyndrome.html http://blogs.ubc.ca/earlychildhoodintervention2/categ
ory/2-1-children-with-genetic-disorders-down-syndrome/
http://smquay6.edu.glogster.com/down-syndrome-hassell-fritz-/
http://dsaundersot.webs.com/ http://
www.examiner.com/health-in-national/first-down-syndrome-education-and-research-center-to-open-the-us
http://www.dseinternational.org/en/gb/ http://www.down-syndrome.org/give/ https://disindevt3.wikispaces.com/Down+Syndrome http://www.anewera4ds.org/saudiarabia.php
REFERENCES: IMAGES