- Down syndrome is a genetic condition that causes developmental delays and physical characteristics. The most common type is Trisomy 21, occurring in 95% of cases due to an extra chromosome 21. - People with Down syndrome may have physical traits like a flat facial profile, small ears/hands/feet, and heart or digestive issues. They benefit from support from educators, therapists, and aids. - As an education assistant, it is important to understand a student's needs, follow their IEP goals, and provide support through visual aids, modified materials, and social opportunities to help them learn and succeed in an inclusive classroom environment. Communication and consistency are key to meeting students' needs.

1. E.A workfor a Downsyndrome student
Joanne Goodrick
To understandapersonwithDown syndrome andbe able to helpthese studentsinaclassroom,as
an E.A worker.We mustknowa little bitaboutwhat Downsyndrome is andwhattype of Down
syndrome thatstudentmayhave.Alsoif there maybe a mental disorderedorheathconditionof the
child.
What isDown syndrome? There are three typesof Down syndrome
1. Trisomic - 95% of people withD.Shave Trisomy21.Which isinsteadof twothat occurs during
the dividingof anegg.An abnormal cell divisionduringthe developmentof the spermcell orthe
egg.
2. Translocation- Whichonly2-3% have a translocationpattern,partof the 21st
chromosome
breaksoff and attacheson anotherchromosome beforeorat conception.Twousual copiesof
chromosome 21, but have additional attachedtranslocatedchromosome 21.
3. Mosaicism-2% have mosaicismDown syndrome.Cellsdivisionoccursinone of the earlycells
afterconception,resultingsome of the cellshavingof chromosomes21insteadof two. Caused
by abnormal cell divisionafterfertilization
Some of the physical appearance of apersonwithD.S.are theymay have a flattenfacial,shortnecks,
usuallyshapedorsmall earsanda protrudingtongue,the eye are slantedupwardswithtinywhite spots,
the color part {iris} of the eye .The limbsandbodyframe issmaller,shortfingersandsmall feet and
hands,poormuscle tone and shortin height. Howevertheyare excessive inflexibly.The feet,the toes
betweenthe bigandsmall toe have alarger gap thena regularperson.
Theyalsomay healthconditions thatwe needtobe aware of such as, that couldbe a chronichealth
issue suchas the following
1. Heart defectsthatare in half of D.S. people
2. Leukemia
3. Obesity
4. Othersmaybe -thyroidproblems
-seizures
-earinfections
-hearingloss
-skinproblemssuchaspsoriasis
-skeletal problems
-poorvision
A childwithDownsyndrome mayworkwithnotjustan E.A. worker,butmayhave other workersintheir
life suchas an Occupational Therapist.The O.T.workerworksonthe motorskills,suchascutting,
grasping,andwriting.
A speechandLanguage PathologistSLP.Theyare there to helpachildto stimulate theirspeechand
language andhelpthemwiththeirswallowingandfeedingissues.Alsotohelpthemwiththeir
communicationwere itisneeded.

2. The E.A. workerwoulduse whatthe IEPwouldsay andput whatgoals thatare in place andput itinto a
goal plansto fitwhat the childis learningina classroom setting.
A studentshouldbe in a classroomwithotherstudents.We needtoinclude thesestudentstolet
thembe involvedwitheveryone. We know thatpeople withD.S.that theylove toread,but the
socializationsisthe keytoall students.Forsocializingandformingrelationshipswiththeirpeers.Be
positive,inagroupsetting.Ensure thateveryone getsaturnto speakand give theiroptionsandto
preventproblems.Explain tothe studentsinthe classwhere aDown syndrome studentmayattend,
rememberingwhatgrade level youare speakingto.Havingthe parentsinvolvedalso.Answerthe
questionhonestly. We shouldhave the student,of D.Sstudentsmakingeye contactwiththe person
theymay be talkingto,E.A’sshouldbe gettingdownthe studentslevelwhile takingtothem.Allowthe
student7-10 secondsbefore repeatingthe question.Askopenandendedquestions,using promptsif
needed.If the studentisdemonstrating difficultly answering,response tothemwithclosed-ended
questions.Suchaswhat,where andwho.Askthe studentto slow theirspeakingdownortry again.
Don’tinterjectorfinishthe sentence oranswer the questionsforthem.Waittill the studentisdone
speaking,and speakclearlyto the student.Make sure if notunderstanding,as anE.A. youreassure the
studentthatyou are not understandingwhatthe studentistalkingabout.If you,E.A.are still not
understandingaskthe studenttoshowyouwhattheyare talking about. Thisiswhere avisualscomesin
handy.Havinga visualsforthe studentforthese timestheyare havingtrouble expressingthemselves.
Havingpictures,symbols,orsignstohelp.If the studentisnon-verbalsinging,teach theirpeerssome
signlanguage tocommunicate withthe student. Celebratewhatsuccessestheyhave.
Havingthe childworkwithotherstudentsinagroup. Give the childtohave the opportunitytowork
withothersnotwith you,helping.Have the studenthave achance to read outwithothers,as theylike
to read.Teachingthe childto learnto theirpeersandteachersnames,usingthe picturestoreferthe
otherteachersandstudents.Teachaboutemotionsandfeelingstowardssomeone.Findoutif the child
can name how theyare feelinginacertainway.Teachingthemhow make goodchoices,especiallywhen
theyare nothavinga good day.These studentsare generallyhappyingeneral.
To teach a studentconceptsfora D.S. student,use language thattheyunderstand. Use alterative
responseswaysforthe student,suchasdrawing,actingor multiple choices,but notto manychoices.
Usingverbal cues,keywords,rhymes,andreparative phases.Expectthemtodoall materialsand
homeworkthe restof the class isdoing,howeverletthemhave longertime tocomplete the taskand
test.Thismay be modifiedtotheirlearningstyle andlevel of learning.Homeworkshouldbe reviewand
containfamiliarmaterial.Thesestudents love toread,sothiswouldbe a greatthingsto include the
studenttoread outloudwithotherstudents.
Havingroutinesinplace asstudentshave more successandlessbehaviourforthe day.Practice this
time andreview.Breakingataskintosmallerand define eachsteptomake sure the studentis
understandingwhatisbeingtaught.Givingthe studentwarningtowhatiscomingnext.Teachingthe
studentsequence.Whatisfirst,second,thirdorbeginning,middle,last.Practice differentsettingwith
differentpeople. Havingthe studentsitwheretheybe able tosee andhearthe teacher.
StudentswithDownsyndrome are happy,buttheymayhave theirdaysalso. The behaviourusually
comesout veryrare.Theymay be having a bad day and notfeelingwell.Teachthe studenttowork
throughthe distractionandnoise inthe classroom, sothat the studentcan be withtheirpeersinstead
of leaving.Makingsure the studentknows thattheydon’thave torushthroughtheir work.Theymay

3. not understandingwhat isbeingtaught,be sure toletthe studentknow thatit’s O.K. and that youboth
can work togetherandtake as longas needed.The goal istohave the studentunderstandingwhatthey
are learning. Thatyouconsistentwithwhatyouwantingthe studentto do.Whena routine isbroken
that iswhenthe behaviourbecomesachallenge.Advancewarningandpositive reinforcementsbefore
the behaviouroccurs.Using“first-than”or“if-then”.Usingthistool wouldlooklike,whenyouare done
these questionswe can playa game.There shouldbe inan IEP whatshouldhappen,sothat everyone is
on the same page,to have a successful day.
Ina classyoumighthave studentsaskingyouquestions,re-directthatstudenttohave themaskthe
student.Youare onlythe bridge the studentandthe teacherandto helpthe child. Havingpicturesof all
the studentsandteachersthe student.Tohave the studentfamiliartootherstudentssotheycan know
themby name.D.Sstudenthave a shortmemoryspanand have a hardtime rememberingthings.
Teachingthe studentspeerstouse signingif the studentishardof hearing. Havingthe studentlearnto
have appropriate behavior,asachildmaybe a hugger,teachingthe childtogive highfives,orfits
bumps.Or evenhowtogive handshakes.Havingthe studentengagewithall activitiesthatthe peersare
doing,suchas lunch. Gettingthe childtotry new things.
Some toolsyoushouldhave forthe studentisa smallerdesk/chairoranelevatedfootrest.Slanted
desktop. A laminatedtimetable,whichshouldhave the visualsclearlyforthe student.Havingthe tools
to workwithsmallerspringloadedscissors,triangularpencil griporlargerpencils,alongwiththe visuals
aids.If the studentusesheadphonesorearplugsto drownthe noise out,tobe able to work. Making
sure if the studentwearsglassesorhearingaids.Thatthe childiswearingthemandthat the hearing
aidsare working.
Asif there isa fire drill,youmustbe withthe student.Asanearthquake drill youshouldhave teach
the studentto gounderthe deskasremindthere till the shakingstopsanduse theircounting.Making
sure that studentissafe at all times. Youshouldbe withthe studentatall times,takingthemtotheir
classes,duringsnackbreakand lunch.These studentsare studentsthatwouldbe havingaone onone
student. Alsoif there isahealthissuestohave the trainingora personthatmaybe trainyou to
accompanythe healthissues.
Asa studentanda motherwantingtowork ina school districtorevenyoungchildrenwithspecial
needs.Ishouldknowwhatthe parentsare expectingforthe EA workersdealingwiththeir children.
Havingthe EA be a part of the IEP as theyare the onesworkingdirectlywiththe student. One thingI
have heardthat parentswouldlike tohave flexibility,bookstocommunicate,tofocusmore onthe
positive,thenthe negativeof the child.One ideatoshow the parentswhatis goingon duringthe day,is
to videotape the child,asthe parentshear all negative things.
We can helpparentswithfindorganizationssuchas
Downsyndrome ResearchFoundation.Whichthere isone inBurnaby
KidswithDownsyndrome
CanadianDownsyndrome Society
LowerMainlandDownsyndrome inSurrey