Supporting Sean & students with Down Syndrome
•Download as PPT, PDF•
2 likes•445 views
This document discusses supporting a student named Sean who has Down syndrome in a grade 6 classroom. It provides background on Sean and his parents' wishes for him to remain in a mainstream class. It then gives an overview of Down syndrome, including physical and cognitive characteristics. The document outlines universal design strategies and considerations for teaching a student with Down syndrome and supporting their success through peer-supported learning and maintaining high expectations. It discusses the importance of an IEP and social supports as Sean transitions to upper grades.
More Related Content
What's hot
What's hot (18)
Similar to Supporting Sean & students with Down Syndrome
Similar to Supporting Sean & students with Down Syndrome (20)
More from Monica Batac
More from Monica Batac (18)
Recently uploaded
Recently uploaded (20)
Supporting Sean & students with Down Syndrome
- 1. Supporting Sean & students with Down Syndrome Monica Batac & Rosanne Bibby CTL 7008 March 26, 2012
- 2. Agenda • Meet Sean • What should teachers know? • What we would do
- 3. Sean “Sean is a delightful member of the Grade 6 class, popular with his peers and fun to work with. Sean has Down Syndrome. Sean’s parents are very supportive. They insist that Sean be kept in the regular Grade 6 class.”
- 4. Before we define Down Syndrome… a disclaimer
- 5. “A chromosomal arrangement that occurs before birth and causes limitations in physical and cognitive development.” (Hutchinson & Martin 2012) So what does this mean?
- 6. Physical characteristics • Chubby cheeks • Large round eyes • Larger tongue • Flat, small nose • Small ears • Smaller limbs • Smaller body frame • Low muscle tone
- 7. Physical Characteristics • 40% of them have heart defects • Hearing and vision difficulties • Respiratory infections & issues • Connections between Alzheimer’s Disease and Down Syndrome • Short term memory, attention
- 8. Cognitive Considerations Moderate Intellectual Disability “limited potential” versus Mild Intellectual Disability “has the potential”
- 9. Some general things to consider re: teaching Fine motor skill development Cognitive delays Expressive language versus receptive language Mild to Moderate Intellectual disability
- 10. Grade 6 as a Pivotal Transition Independence Puberty Academics Planning
- 11. What do we know? • We don’t know Sean’s academic skills • His parents want him to stay in a mainstream class • Social skills possibly more developed How can we continue to support Sean’s success?
- 12. One of Sean’s strengths = social skills peer-supported learning collaborative/co-operative learning
- 13. General Universal Design (UD) • Concrete & Visual cues • Discussing schedules • Transitions • Repetition of ideas, concepts, skills • Scaffolding/breaking up tasks
- 14. General Universal Design (UD) • Quiet spaces • Additional time, response time • “Show what you mean” versus verbal • Simple, direct language • Eye contact
- 15. Encourage Sean to talk Why? Maintain high expectations Why?
- 16. IEP? • We don’t have enough information re: specific academic supports • We can write an IEP stating the necessary UD strategies and supports • Planning for the transition to upper grades
- 17. Social supports • Watch the video
- 18. Class involvement Help them feel proud and to act independently Modeling behaviour Whole class discussions about diversity, equity, differences, differentiated support Encourage interaction with other students in and outside of the classroom
- 20. Our Final Thoughts • Mainstream classroom – EA support? – Groupings/Pull out for certain instruction? – Support his success in our class Important to document our supports Working on the transition… this is key
Editor's Notes
- Diversity within Down Syndrome Learning differences, physical characteristics, and health/well-being = range
- An extra chromosome 21 in every cell
- Individuals with Down syndrome are more likely than unaffected individuals to develop Alzheimer’s disease, which is characterized by progressive memory loss, personality changes and other problems. Adults with Down syndrome tend to develop Alzheimer’s disease at an earlier age than unaffected individuals. Studies suggest that about 25 percent of adults with Down syndrome over age 35 have symptoms of Alzheimer’s disease (2).
- Traditional belief that individuals with Down Syndrome have Moderate Intellectual disabilities; recent research reveals that many have Mild Intellectual Disabilities(Hutchinson & Martin 2012). Implications: Students with Down Syndrome = there is a range! They have a strong potential for academic achievement and learning, independent social skill development, and independent living. Mild: has the potential Moderate: limited potential
- Delay: Fine motor skill development Cognitive delays affect short term memory, attention, ability to generalize Slower progress Difficulty in developing complex skills (higher order thinking) Expressive language less developed than receptive language = they understand more than they can express back
- Transitional year in terms of academics Stage: Seeking independence Planning for adult life must begin now (community supports, resources, etc.) Team planning and transparency Independence for daily living
- Or his previous teachers and peers have ensured he has been included; effective inclusion and teaching strategies have been used
- Use Sean’s positive socialization skills to his advantage
- Maintain reasonable and high expectations for behaviour and academics Encourage speech beyond yes/no/quick responses Ask open ended questions Helps develop their expressive languages