Marquessa, Kathy, Charlotte, and Megan

Down Syndrome
Definition & AB
Educ. Code

Down Syndrome
is a genetic
disorder whereby
a person has
three copies of
chromosome 21
instead of two. It is
the most common
genetic
(chromosomal)
intellectual
disability occurring
from 1 in 700 up
to 1 in 1000 live
births.
Down Syndrome
is named after the
English doctor,
John Langdon
Down, who was
the first to
categorize the
common features
of people with the
condition.
Coding 51, 54, 57,
41, 43

Characteristics &/or
Teaching Strategies & Resources
Observable Behaviours

Lower level of task

persistence and
higher level of off-task
behavior which
interferes with task
completion.
Communication
barriers may be
present, and many
struggle by knowing
far more than they can
express.
Some students may
have sensory and/or
motor difficulties and
may have difficulties
processing
information from many
sources at once. This
may cause them to
act out or become
excited if their senses
are not working
properly together.
The mean IQ of
children with Down
Syndrome averages
about 45. (range, 2570)

Maintain a positive attitude and reinforce students

for specific tasks since many students will work
for positive recognition and affirmation.
Encourage the parents to work with you to learn
what works best for their child.
Use many verbal and visual cues when giving
instruction (eg. rhythmic songs, repetition
phrases, large photos, tactic manipulatives).
Establish a daily routine with the student and
allow practice time to review the schedule daily.
This will minimize outbreaks due to change.
Use pictures, symbols or signs to communicate if
there are communication barriers, and do not be
afraid to ask the student to slow down or try
again if there is difficulty in understanding what
they are trying to express. It is also important that
teachers model appropriate communication
strategies.
Be aware that loud noises, unusual light, and
activities around them will distract and hinder
focus. Therefore provide quiet spaces or noise
cancelling headphones that all students in the
classroom have the option to use. You can also
teach students to work through distractions as
well.
Allow students to film material done in class, so
that they can review it at home with parental
support.

Links &/or
Sources
Indian Journal of
Medical Sciences
http://www.bioline.
org.br/request?ms
09011
Canadian Down
Syndrome Society
www.cdss.ca
Teaching Students
with Down
Syndrome
http://www.cdss.ca
/images/pdf/parent
_information/teach
ing_students_with
_down_syndrome.
pdf
Global Down
Syndrome
Foundation
http://www.globald
ownsyndrome.org/
about-downsyndrome/facts-

Marquessa, Kathy, Charlotte, and Megan

Older children and

young adults are
described as having
primarily a positive
demeanor and tend to
be predictable in their
behavior.
Physically, people
with Down Syndrome
have almond-shaped
eyes and a short
stature. They often
have a short neck,
with excess skin at the
back of the neck and
white spots on the
colored part of the eye
(called Brushfield
spots). Often they also
have wide, short
hands with very short
fingers.
People with Down
Syndrome have an
increased risk for
heart, respiratory,
orthopedic, skin,
hearing, or vision
problems. These vary
from person to
person.

Create differentiated scaled assessments and

activities, and use the same accommodations in
testing as was used in teaching.
Speak slower and with fewer words, and allocate
sufficient wait time in order for students to
process and respond before repeating
instructions/questions.
It is important to recognize that a child with
Down's syndrome may still acquire many of the
cognitive and social skills most other people
develop. It simply takes more time, and a child
should be allowed to move forward at their own
pace.
Alberta Education has created sample
individualized program planning (IPP) templates
to help identify the level and types of teaching
strategies and supports each student requires.
Template B is designed for students with
moderate to severe cognitive disabilities, such as
Down Syndrome. The purpose of this particular
template is to identify 5 individual learning goals
in order to increase the students engagement in
learning, (particularly literacy and numeracy).
Template A is designed for students with mild
cognitive disabilities. The purpose of this
particular template is to find strategies that meet
the students strengths and needs, while also
reducing learning barriers.

about-downsyndrome/
Medical/Disability
Information for
Classroom
Teachers
http://www.learnal
berta.ca/content/in
mdict/html/down_s
yndrome.html
Special Education
Coding Criteria
2012/2013
http://education.al
berta.ca/media/82
5847/spedcodingc
riteria.pdf
Sample IPP
Templates
http://www.learnal
berta.ca/content/ie
ptLibrary/lib07.htm
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