We have been working for a month or so on sight words on flash cards. He and I have both gotten very frustrated and discouraged because he just didn't seem to get it. Yesterday at therapy, I was explaining our frustration and discouragement with his OT. She shared with me a few notes she had prepared for an IEP meeting for another boy with Down syndrome. I am going to share them with you:
Children with Down Syndrome:
They are very visual learners. They take in and process information more effectively when provided visually. They need a clear understanding of what is expected from them- visual examples are a must. If they do not understand what is expected or feel that they can't be successful, you risk shut down or behavior trouble.
Positive reinforcement is a must. Children with DS often do not feel successful on their own, they look externally for cues to let them know that they are doing a good job and they need encouragement.
Children with DS are very perceptive- they are very aware that things are more challenging for them and they know when they do things differently than their peers. They watch and take in lots of information visually- but remember that they do have gross, fine, and visual motor delays. It is important to help them feel "a part" of their peers. A special job is good- often the library helper is good. Let them have a role that they feel good about.
Fatigue- Children with DS have low tone (hypotonia). It is a bummer, but they do. Gravity is very heavy on a kiddo with DS and they fatigue quicker than most kiddos. Often they like to use external supports when they are tired. Think about it- when "we" get tired, we avoid activities more. Avoidance=Behavior trouble most of the time, but especially when you have expressive language delays.
Pressure- Wow, do kids with DS feel pressure! They perform much better when the pressure is off. They prefer the carefree, laid back environment and often do better when things are fun or they are perceived as the helper. Remember, they are perceptive and really hard on themselves!
Boundaries- Kids with DS don't have the best endurance and they like purpose. So boundaries are good. When doing non-preferred tasks, make sure they know it is not an ongoing activity but that it has an end. Let them see that they have to complete 3 and circle the ones they have to complete with a highlighter, etc...
Purpose- kids with DS really like to know the purpose. Sight words may not make sense until they are in a sentence.
Working Memory- Kids with DS struggle with working memory. Math is tough. We have to remember that they are visual learners and go with it. Manipulatives would help a lot!
How do we handle the behavior? To begin with, if we follow all the above mentioned tips, hopefully the behaviors will decrease. Remember, we have to know why the child is behaving poorly to help them. Also remember that kids with DS have expressive language delays. Still though, you will have some behaviors, it is going to happen and it is important to handle the behavior appropriately or things could get way, way worse. This is when they will shut down and make it much worse. It is important to be patient with kids with DS, often when presented with opposition from a child with DS, I give the child a choice (both of which I would be okay with) and let them know that I am prepared to wait until they are ready to complete the choice 1 or choice 2. It has been my experience that the wait time decreases significantly as we progress. Again, lots of praise is important when we have success.
Social- Kids with DS are so social, which is another strength that we should use when working with them. When they do a good job writing, coloring, etc. they love to share their work with their peers. They like us adults, but boy do they ever love the acceptance of their peers.
Did you read the part about purpose? "Sight words may not make sense until they are in a sentence". That was the exact problem we were having. Boy, does this lady know what she is talking about! So, she took his sight words that we have been working on, added one that said "Bob" and one said "bunny" and we made sentences. My sweet little boy read those sight words in sentences every way we rearranged them! "Bob is a bunny. Bob is a fun bunny. Bob is fun. I like Bob. I like bunny. etc, etc... My baby boy, with Down syndrome, in kindergarten, is reading! It just had to have a purpose. Just like writing his name over and over has no purpose, but writing it on his assignment does...Two birds, one stone.
"I like Bob."
"Bob is a fun bunny."
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