1. Teaching Students with Down Syndrome
By: Rachel Wologo
& Erika Rochow

2. What is Down Syndrome?
Down Syndrome is a genetic condition that causes delays in physical and intellectual development. It occurs in approximately 1 of every 800 births. Individuals with Down Syndrome have 47 chromosomes as opposed to 46. The 47th chromosome is an extra copy of chromosome 21.

3. Physical Characteristics
Smaller Stature
Flat Facial Profile
Upward Slanted Eyes
Protruding Tongues and Smaller Oral Cavities
Low Muscle Tone but Not Weak
Abnormally Shaped Ears
Small Hands and Feet

4. Learning Abilities and Mental Characteristics
Short attention spans
Easily distracted
Speech & language intervention is often needed
Usually meet the developmental stages of a 6 – 8 year old child but should never be assumed incapable of going further
IQ levels are often low enough to qualify the child as cognitively impaired.
Tendencies to have low self esteem.

5. Misconceptions
Misconception: Those with Down Syndrome are not capable of learning
Fact: Students with Down Syndrome are highly capable of learning with the right support.
Misconception: The level of cognitive impairment is severe.
Fact: Most individuals with Down Syndrome only have mild to moderate degrees of cognitive impairment and although there is a wide range of IQ levels – they have the ability to learn.
Misconception: Down Syndrome is a rare disorder.
Fact: Down Syndrome is not rare; it is a disorder that occurs in about 1 of every 800 births and it is estimated that the U.S. alone has more than 350, 000 individuals with Down Syndrome.
Misconception: Individuals with Down Syndrome need/should be placed in separate special education programs.
Fact: It is required that each school district provide the best learning environment possible for every student. Also, research states that inclusion is very favorable when it comes to the education of students with Down Syndrome.
Misconception: Individuals with Down Syndrome are always happy.
Fact: Individuals with Down Syndrome have a complete range of emotions just like every other individual. They display these emotions just like anyone else. They respond very positively to acts of kindness and friendship and are hurt when others are unkind to them.

6. Accommodations
Have high expectations for your student – push them to their full potential
Guide instruction according to your students’ abilities and needs. Don’t concentrate on the label of Down Syndrome
Student should be seated near the teacher or an assistant and away from distracting elements such as doorways and near windows
One on one instructional time with the student is essential to learning – talk and teach them at a slow and steady pace to ensure success
Concepts should be frequently reviewed and practiced to promote mastery
Students should be given adequate response time
Teachers should be flexible when it comes to the student(s) attaining the learning goals
Promote the inclusion of Down Syndrome students in the general education classroom

7. Curricular Modifications
Goal Sheets - Andy’s goals are updated each card marking based on his progress and success. Goals and progress are shared with his parents. His parents also provide excellent support for what we do with Andy and it continues at home.
Reading – Andy has gone from a level 12 to an 18/20 in less than 1 semester. Our personal goal is to have him reading at a 28 by the time he moves to 5th grade. Andy reads to meet both a page number goal and a minute goal.
Writing – At the beginning of the year, Andy struggled to focus long enough to write his name or a complete sentence. Currently, Andy is writing a page a day (5 – 8 sentences). He has started to add detail and there is a visible beginning/middle/end to most of his pieces.
Mathematics – Andy has completed all of the curriculum for kindergarten and first grade this year and is currently working on the curriculum for second grade with a high level of success. At the beginning of the year Andy was expected to do 3 – 5 problems on his own and with assistance. Today, Andy can complete up to 20 math problems on his own and can even compute contextual problems with help.
Social – Our social goals for Andy were put in place so that he could become more independent. We set goals for him that involve time and routines for daily activities. Andy now eats lunch independently and knows when he needs to be outside to play. Andy also is almost always playing with the other students at recess now and has become much more active and outgoing.

8. Resources National Association for Down Syndrome: www.nads.org
National Down Syndrome Society:
The Special Life:
March of Dimes: