508- IDEA
Nicole36
SPD-508_RS_T1_Sample_Inclusive_Education_Showcase.pptxDown Syndrome
An Introduction for Educators in a K-3 Classroom
What is Down Syndrome?
Down syndrome is a genetic condition that happens when someone is born with an extra copy of chromosome 21.
Individuals with Down syndrome may experience some developmental differences, such as learning new skills at their own pace, but they share many similarities with their peers. They have unique strengths, interests, and emotions, just like everyone else. Recognizing and building on these strengths helps create an inclusive learning environment where all students can thrive.
Potential Effects on Development
Physically: Challenges with fine/gross motor skills, low muscle tone, and stamina may impact tasks like writing, climbing, or physical play.
Cognitively: Developmental delays in areas such as reading, writing, and math.
Functionally: Delays in other areas may make multi-step routines, like transitioning classes or getting ready to go home, more challenging.
Socially: Speech delays may affect interactions, but structured opportunities and peer education foster understanding, patience, and inclusion.
Support with individualized instruction, therapies or related services, and consistent routines helps the child thrive academically and socially in an inclusive environment.
Supporting Students with Down Syndrome in Class
Students may benefit from extra time to write.
Pair visual cues with spoken instruction or directions.
Provide multiple ways for a student to respond, such as drawing, using a choice board, manipulatives, or an augmentative and alternative communication (AAC) device.
If a student is struggling, our role is not to complete the work for them—it’s to provide support and encouragement as they navigate the challenge.
Did You Know?
Some people with Down syndrome have low muscle tone, which can make tasks like writing more challenging.
Inclusion Efforts
Some students with Down syndrome may have additional services (e.g., speech therapy, occupational therapy) or support staff.
Routines should address transitions in and out of the classroom for additional services.
The classroom should also be welcoming for educators to support the students.
Create a space for service providers and paraprofessionals to work with the students in the classroom.
Collaborate with the service providers and paraprofessionals to create visuals and routines that address the student’s areas of need.
Create opportunities for the student to engage in the class discussions in a way that matches their strengths.
Supporting Peers with Inclusion
Model by highlighting the strengths of individuals and use inclusive language when speaking to or about students with Down syndrome.
Provide leadership roles to students with Down syndrome.
Create opportunities for guided peer play.
Celebrate the uniqueness of all students to create a positive classroom culture.
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