1. DOWN SYNDROME Jannies Casiano Díaz Alexandra Mercado Mateo Educ 413 Prof. Cynthia García Avilés 04/29/15

2. INTRODUCTION This oral presentation is about the down syndrome. Also explain the physical and cognitive characteristics. As well the techniques and strategies used for teaching. Additional two videos on the routine and daily life of these exceptional children were shown.

3. WHAT IS THE DOWN SYNDROME Is a chromosomal abnormality and probably the most common genetic condition, occurs in approximately one in every eight hundred to one thousand live births or accounts for approximately 5 or 6 percent of intellectual retardation. Initially this condition was given the label of Mongolism due the physical characteristics of the disorder.

4. PHYSICAL CHARACTERISTICS  Smaller overall stature.  Flat facial  Thick epicanthal folds in the corners of their eyes.  Protruding tongues due smaller oral cavity.  Muscle hypotonia (low muscle tone).

5. COGNITIVE CHARACTERISTICS  Poor oral motor control.  Delayed speech.  Often underestimated.  Frustration from difference in language.

6. TECHNIQUES  Inclusion  Self-esteem  Intellectual  Short attention spans  Distractibility  Speech and language  Behavior management

7. INCLUSION To have an effective inclusion the teacher must be fully supportive. The strategies to be used to reach and teach will often be beneficial to many learners in the classroom. Its is important to have modifications, accommodations and interventions.

8.  Also be sure that all procedures where understood by student.  keep noise levels at an acceptance level.  have a special location for test taking for those that required free distractions to enable success.  Work organized.  Clarifications and reminders are given regularly as needed. KEYS TO SUCCESS

9. SELF ESTEEM The physical characteristics of student will often result in lowered self esteem. Our commitment is to take every opportunity to boost self confidence and instill pride through a variety stages. Generally demonstrate good social communication skills, which can be constructively utilized to increased learning and also help with the self esteem.

10.  Accentuate the positive.  Give the opportunity to tell ten (10) things they like about themselves.  Avoid criticism.  Remember that self esteem is about how much children feel valued, appreciated, accepted, loved and having good sense of self worth.  Expectations must always be realistic. SELF ESTEEM

11. INTELLECTUAL  Solid intervention and high quality instruction.  Use multi modal approach.  Concrete materials and real world authentic situations.  Use language appropriate for understanding and speak slowly.  Break tasks into smaller steps.  Provide instruction for each step.  Short term memory.

12. SHORT ATTENTION SPANS Direct instructions in short periods of time along with smaller chunks of activities will help to support learning. Introducing new material slowly, sequentially and in step by step will help to ensure maximum learning.

13. DISTRACTIBILITY  Often distracted.  Employ strategies that work to minimize distractions.  Keep noise level down and having orderly classroom.  Explain expectations, routines and rules.

14. SPEECH AND LANGUAGE  Down syndrome student suffers from serious problems of hearing difficulties and articulation problems.  They require speech and language intervention. This including direct instructions.  In some cases augmentative or facilitated communications will be a good alternative of communication.

15. SPEECH AND LANGUAGE  Augmentative communication will use gesture, communications boards, picture, symbols, drawings or a combination of all.  Patience and model appropriate interactions.

16. BEHAVIOR MANAGEMENT Positive reinforcement is the best method than anything punitive. All the reinforces need to be meaningful. Examples of different kinds of reinforcement:  Natural reinforcers  Token reinforcers  Social reinforcers  Tangible reinforcers

17. BEHAVIOR MANAGEMENT  Natural reinforces are those that occurs directly as a result of the behavior. Example: paying attention to the class.  Token reinforces are points or tokens that are awarded for performing certain actions. This token can be exchange for something of value.  Social reinforces involve expressing approval of behavior. Example: “Good Job”  Tangible reinforces involve the presentation of an actual physical reward. Example: Toys, candy and other objects.

18. STRATEGIES Children's with down syndrome are capable learners. They just need the opportunity to accomplish at a slower pace. They are strong visual learners, which means they understand what they see better than what they hear. The use of manipulates and activities learning can be beneficially employed in the development of number concept.

19. STRATEGIES Specifics points important in the process of their learning development:  Visual learners  Understand a lot more than they can say.  Able to follow classroom rules and routines.  They need help to remember instructions. (short phrases or visual clues).

20. CONCLUSION In conclusion we can say the importance of inclusion for the progress of children, as it helps in daily routine and school. In addition to be able to function in different environment without feeling less valuable. We can not forget that the support of family and teacher is also fundamental.

21. VIDEOS K/1st Grade Child with Down Syndrome https://youtu.be/kFQpqigIcOY Baby with Down Syndrome Reading at 17 Months https://youtu.be/c8hJaxrOsIQ

22. REFERENCES Department of education. (2014). Strategies for learning and teaching. special education support service. Recovered on http://www.sess.ie/categories/assessed-syndromes/downs- syndrome/tips-learning-and-teaching