How to help a down syndrome child in the classroom

6 Ways to Support Children with Down Syndrome in the Montessori Classroom

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by Heather White

Wednesday, May 25, 2022

The Montessori environment and materials are helpful for any child, but neurodivergent students may uniquely benefit from a learning environment that naturally addresses some of their challenges. The minimalist design that is common in a Montessori classroom not only adds visual appeal, but also encourages simplicity over stimulation, helping a child with Down syndrome feel less of the anxiety and frustration that may come from attempting to absorb too many stimuli at one time. Montessori materials isolate a single skill and are self-correcting, making it easier for children to focus and remain on task. However, despite the inherent benefits of a Montessori environment, additional support from the guide may be necessary to help neurodivergent students experience the greatest level of success.

What is Down Syndrome?

Down syndrome is a condition in which a person has an extra chromosome. Typically, children are born with 46 chromosomes; children with Down syndrome have an extra copy of one of those chromosomes, chromosome 21. This extra chromosome alters the development of the child’s body and brain, causing both mental and physical challenges. People with Down syndrome usually have an IQ in the mildly-to-moderately low range and common physical features including a flattened face, almond-shaped eyes, a short neck, and poor muscle tone.

How can down syndrome impact a child’s functioning in the classroom?

Down syndrome can affect learning abilities in different ways. The mild to moderate intellectual impairment can cause delays in speech and motor skills. Small muscle activities including handwriting will likely be affected. Most students with Down syndrome will have short term or working memory difficulties making it more challenging for them to access, understand, and process information at the speed of other children. Students with Down syndrome may also need help with care of self activities including dressing and grooming. These students may have behavior issues, may need visual and auditory accommodations, and may need extra time and assistance with class work.

6 ways to support children with Down syndrome in the classroom

1. Provide opportunities for students to serve as social skills role models
   Students with Down syndrome generally have good social skills. As is commonplace in a Montessori setting, using this strength to allow students to become role models for their peers in regards to socialization can provide a boost of confidence and an opportunity for them to truly shine.
2. Allow self-pacing
   The Montessori Method encourages following the child and allowing them to set the pace for their learning. Applying this principle gives children with Down syndrome the freedom to take the time they may need to get acclimated to a project and will eliminate the frustration that is likely to arise from the feeling of being rushed. Additionally, if they are feeling as though it is difficult to concentrate on a particular work, children with Down syndrome should be allotted the freedom to move on to another work for a period of time and come back to the first when they feel they are better able to focus. Giving students with Down syndrome enough time to process language and respond is also beneficial in ensuring they comprehend information.
3. Place a strong emphasis on visual learning
   In all possible situations, providing visual aids (such as demonstrations, pictures, and illustrations) can assist students with Down syndrome in understanding and processing information.
4. Provide individual motivation
   Although intrinsic motivation is encouraged in the Montessori environment, taking the time to foster a sense of motivation for students with Down syndrome is crucial to helping them remain engaged with their learning.
5. Ensure proper supports are put in place within the prepared environment
   For students with Down syndrome, providing the appropriate supports within the prepared environment will be crucial to their success in the classroom. The guide should ensure the child has a choice of work spaces with the appropriate table height and foot support to prevent muscle fatigue. Providing something for a child to lean against to ensure their back is supported will also be important when students with Down syndrome are working on the floor.
6. Be warm, encouraging, and positive
   Although Montessori guides should always exhibit these qualities as the prepared adult, it is imperative that these feelings are made clear to students with Down syndrome who may be feeling discouraged and frustrated. Acknowledging and validating the child’s feelings, encouraging them, and providing praise in the form of specific observations can motivate these students and allow them to reach their full potential.

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More from Montessori Life

How to Teach Students With Down Syndrome? 14 Strategies

Feb 11 2021

Positive Action Staff

•

Special Education

Leslie Duffen, the father of three-year-old Sarah, discovered his daughter could learn to read at three years old.

But children learn to read all the time, yes?

Not always.

Especially not some children born with Down syndrome.

Yet at only three, Sarah was beginning to imitate and use single words from flashcards held up by her father.

Through this exercise, Leslie confirmed that Sarah mastered written words faster than she did the words spoken to her.

Using this language learning hack, Sarah could comfortably attend a local comprehensive school where her language skills placed her ahead of most.

In fact, by the time she was 12, she had received all but one year of her education in mainstream schools.

This shows you that children with Down syndrome can benefit from a rich learning experience when given the opportunity.

This kind of learning accommodation requires a tailored curriculum that factors in children with Down syndrome.

And this is where Positive Action’s curriculum comes into play.

“I am very grateful for these lessons. They fulfill a need that so many children are lacking in the educational process today.” — Linda Davis, 2nd Grade Teacher, Davis Elementary

How Do You Explain Down Syndrome to a Child?

To support your child, start by understanding what Down syndrome is for yourself.

A child with Down syndrome has an extra chromosome — chromosomes are small “bundles” of genes that determine how a baby’s body forms during pregnancy and how their body functions after birth.

Typically, a baby is born with 46 chromosomes, but children with Down syndrome have an extra copy of one of these chromosomes, chromosome 21.

The medical term for this phenomenon is ‘trisomy’; thus, Down syndrome is also referred to as trisomy 21.

This extra copy affects the baby’s physical and mental development. Although children with Down syndrome might share some similarities in appearance and behavior, each child has different abilities.

Some common physical features in individuals with Down syndrome include:

• A flattened face, especially the bridge of the nose

• Almond-shaped eyes that slant up

• A short neck

• Small ears

• A single line across the palm (palmar crease)

• A tongue that tends to stick out of the mouth

• Tiny white spots on the iris (colored part) of the eye

• Small hands and feet

• Small pinky fingers that sometimes curve toward the thumb

• Poor muscle tone or loose joints

• Shorter height as both children and adults

They may also experience challenges with motor skills, speech, and language.

How Do You Interact With a Child With Down Syndrome?

Overcoming existing negative stereotypes about children with Down syndrome calls for people-first language.

Here’s how it works:

1. In your language (both written and oral), put the person before the disability.

• Use “My student with Down syndrome” instead of “my Downs kid” or “he’s Downs.”

• Say “My student receives special education” instead of “He’s a special ed student.”

• Encourage all other students to think of students with Down syndrome as people first.

2. Acknowledge how words can create barriers.

• Avoid terms with overt negative connotations like “retarded” or “handicapped;” use “developmentally delayed” instead.

• If you’re unsure about how to refer to a child with Down syndrome, ask their parent.

3. Use emotionally neutral expressions.

• When referring to your students, say, “My student has Down syndrome instead of “My student suffers from Down syndrome. ”

4. Steer clear of stereotypes like “They’re so loving/happy all the time.” Children with Down syndrome experience a wide range of emotions and are not all alike.

5. Use examples of what the student needs instead of labeling them as having “problems.” For example, “Billy needs…” rather than “Billy has problems or special needs.”

6. Don’t use the terms “mild” or “severe” because one is either a child with Down syndrome or not. Yes, there are varying degrees of abilities, but using “mild” or “severe” can insult parents or other families who overhear.

We know that adopting these habits takes some adjusting. So here’s a video showing how students with Down syndrome interact with their friends for some inspiration.

How Do You Accommodate Students With Down Syndrome?

7. First, always speak directly to the student, using clear, receptive language and short sentences.

8. Place a strong emphasis on visual learning when teaching reading to students with Down syndrome. Think visual demonstrations, pictures, and illustrations.

• Include additional images in handouts when you can.

• Put up colorful charts around the room.

• Play videos with closed captions to reinforce content.

• Break up blocks of texts with lists and tables and use bolding and underlining to highlight important points.

• When tackling material with advanced vocabulary, draw small images against difficult words in the margins.

9. Repetition is the name of the game when it comes to phonics training. Yes, adults may find this monotonous, but children greatly benefit from overlearning material. Simply use automated options like flashcards and computer programs to mitigate the boredom.

10. Learn sight words and vocabulary from the student’s environment. When students with Down syndrome know 50-70% of the words on a page, it frees them up to focus on the more challenging terms they come across.

11. Students with Down syndrome generally have good social skills. So encourage them to organize tasks with other students who can act as appropriate role models.

12. Give the student enough time to process language and respond. It may take longer for some students with Down syndrome to comprehend information and then commit it to memory.

• Offer additional help by asking them to repeat back what they’ve learned at the end of a lesson or in peer work.

• Group activities where students collaborate to fill out charts and information organizers are also helpful.

13. No victory is too small. Set attainable goals and adjust difficulty levels according to each individual’s capabilities.

• Learning just one letter or a new sound over a week is a sure win for a child with Down syndrome so reward each accomplishment with badges and lots of praise.

• Design special assignments that cater to the student’s strengths so that you can create opportunities for guaranteed success.

14. Believe in your student’s abilities. Most students with Down syndrome have to put in more work than their peers to achieve the same results, so plenty of praise and reassurance keep them on track.

Teaching students with Down syndrome calls for a lot of self-compassion. Teachers already experience moments of stress, anxiety, and pressure managing students without Down syndrome.

So the key here is to pause when you need to and remember that you, too, just like the student with Down syndrome, are giving your best.

Rise to the Challenge: Help Children With Down Syndrome

At Positive Action, we recognize each person’s unique value: parent, teacher, and student alike.

We help students who receive special education integrate into mainstream classrooms by equipping them with social skills and intrinsic motivation.

Additionally, our special education curriculums will provide your school’s leadership with specific tools such as:

• Committee Handbook
• Surveys
• Calendars
• Templates for meeting logs and agendas
• Behavior management forms
• “Dear Parents” letters

“Positive Action is a good curriculum, and we tied it in with our PBIS. It really helped in making this a safe school where academics and behavior work together so that everybody can learn.” — From a Principal in Robeson County, North Carolina

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A useful student: a child with Down syndrome at school

March 21st is International Down Syndrome Day. According to the statistics of the Ministry of Health, 2,500 children with an extra chromosome are born in Russia every year. This is a genetic disorder of development and intelligence. Children with Down syndrome, like everyone else, want to learn to count and write. They act in school plays, go swimming and horseback riding, go skiing, just few people know about it. So, get acquainted:

Vita Kostin 12 years old, he lives in Ufa and studies in the 4th grade. The boy plays in a theater studio, performs in performances and is professionally engaged in adaptive swimming, the athlete already has gold and silver. « I like going to school. Here I learned to read and write, and I also like to go to music. I have many friends, we sing together ,” says Vitya.

Adeliya Valeeva from Kazan is in the third grade. The girl happily collects her backpack. At school, she has friends, English and "the world around her." At the technology lessons, the girl enjoys making crafts, but most of all she loves sports: swimming, skating and skiing. nine0003

« I like school. Here I made many new friends, even high school students. We go to classes together, go to the cafeteria, play during breaks. Most of all I like the lessons of music, drawing and physical education - I succeed at them! " - Adelia talks about her successes.

Nastya Sakhapova from Ufa is a school star, she dances, skis and swims, wins prizes in all-Russian competitions. She talked about her successes in an interview with Russia-1 TV channel. nine0003

All these schoolchildren have Down's syndrome, they went to an ordinary kindergarten, and when it came time to collect a school bag, their parents did not doubt for a minute: they would do everything so that the child studied at an ordinary school. « It is sometimes very difficult for Adeliya to study, but we don't want to take our child away from an inclusive school, because only here can our daughter get a quality education and development. The girl changes, learns new things, makes friends, does not withdraw into herself and does not get hung up on her dissimilarity to other children ,” notes the father of Adelia Nafis Valeev .

The resource room helps teachers to include children with special needs in training. In it, the teacher conducts individual lessons when necessary. The resource room has everything for a child with a disability to master the program in a playful way: simulators, games and methodological literature for the teacher.

“The resource class is one small but very important step towards inclusion,” explains Anna Mikhailenko, head of the department of inclusive education at ROOI Perspektiva. - nine0009 In fact, this is a place where a child with a disability can "take" those resources that he lacks for learning. He must study in a regular class, and a resource class is needed for extra classes. For example, a child with Down syndrome needs more time than classmates to learn new material, and individual lessons in various formats in a resource class provide this opportunity .

For example, Adele finds it difficult to control her emotions. In such situations, the teacher and the possibilities of the resource room help her: the girl performs exercises to relieve psycho-emotional stress and develop self-control skills. The teacher uses music and art therapy methods, for example, together they assemble a mosaic. This approach helps to remove clamps in the hands, develop fine motor skills and form imaginative thinking. nine0003

In addition to the methods of adaptive pedagogy, it is important that teachers and children are ready to meet a child with a disability. Usually they are feared because they do not know how to interact. Before coming to school, Vitya Kostin went to the speech therapy group of the kindergarten. Therefore, at first, the parents were afraid that the baby would be uncomfortable in the general education class, and they were worried about how the new team would accept him. All their doubts were dispelled after the lessons of kindness for students and teachers were held in the Ufa school No. 87, they helped to create a comfortable atmosphere in the classroom. nine0003

During Kindness Lessons, children and adults learn how to properly communicate with people and disabilities, how to help and interact with them. Also, employees of the ROOI "Perspektiva" conduct master classes on understanding disability. « For example, we invite children to take a mouthful of marshmallow marshmallows and read a poem. So they can feel how a person with Down syndrome during a conversation experiences a spasm of the vocal cords and therefore is not able to speak clearly and distinctly ,” explains Maria Nazukina , a specialist in the department of inclusive education of ROOI Perspektiva. “Such a master class also teaches acceptance and the ability to listen to a person with special needs.

People with Down syndrome do not have fine motor skills, so it is difficult for them to pick up small objects. To understand what it is like, schoolchildren without disabilities are offered to fasten the buttons on their shirts in mittens and tie their shoelaces. This turns out to be not at all easy. So the guys understand that a person with Down syndrome should not be rushed or ridiculed, but understanding and patience should be shown. nine0003

« Lessons of kindness ROOI "Perspektiva" is very helpful in developing and promoting an inclusive culture in our school. Classes give new knowledge not only to children, but also to us, adults ,” shares her impressions Natalya Smirnova , Deputy for Educational Work at School No. 28 in Khimki.

It's hard to believe that 5 years ago Nastya Sakhapova with Down syndrome became the first child with a disability in a Ufa school. When the parents came to apply, the director and class teacher did not know what inclusion was. Gradually both teachers and children got used to Nastya. At school, she made friends who would not have been if she had studied at home. " nine0009 I never thought that my daughter would so easily invite her friend to her place, and what is important - Lisa, a girl without a disability, agreed, - says Nastya's mother Lyudmila . At "pajama parties" classmates began to gather first, and then girls from a parallel class. And Nastya, along with her friends, goes on excursions, to the cinema and to museums .

The attitude towards children with disabilities has also changed at the school where Vitya Kostin studies. A boy from the senior class, Camille used to shy away from such guys. And after the Lesson of kindness, he greeted Vitya like a man, shook his hand, got acquainted and offered to play catch-up, as if nothing had happened. After this walk, Kamil approached his mother and said: “Vitya is a normal kid, he just speaks incomprehensibly. I have fun with him. Let's meet him more often!" nine0003

Teaching children with Down syndrome

Children with Down syndrome are educable. This is a recognized fact throughout the world. Therefore, in many countries, those born with Down syndrome attend regular schools and also have the right to work. But such children need an individual development program and a method of education.

In addition to a special program, when teaching children with Down syndrome , they need the support of others, a friendly and positive atmosphere around. nine0008
First of all, parents should know that their baby is unusual. He feels and understands everything, but develops more slowly than other children and reacts differently.
In the scientific world, this genetic disease is explained by the presence of the 47th chromosome in human cells (instead of the usual set of 46 chromosomes). This phenomenon is not so common: according to statistics, about one case per 600-800 newborns.