Trisomy 21 47XX21 47XY21 Module 2 Culminating Down Syndrome An Overview Down Syndrome is a set of physical and cognitive symptoms mild to moderate intellectual delays that results from having ID: 784687
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Slide1
Down SyndromeMedical/Scientific NamesTrisomy 21 47,XX,+21 47,XY,+21
Module 2 Culminating
Slide2Down Syndrome: An OverviewDown Syndrome is a set of physical and cognitive symptoms (mild to moderate intellectual delays) that results from having an extra chromosome 21 or a piece of that chromosome. Physical characteristics of people with Down Syndrome: Low muscle tone Flat
facial features, with a small nose.
Upward
slant
to the eyes.
Slide3Now that we know what Down Syndrome is, it is important to say what it is not: Down Syndrome is not:a disease disorderdefect medical condition.
Slide4People with Down Syndrome are at risk for a number of other health conditions:ADHD Attention deficit hyperactivity disorder, or ADHD, is a commonly diagnosed childhood problem. However, ADHD-like symptoms are more common in young children with Down syndrome compared to children from the general population.Alzheimer's Disease Alzheimer’s disease and Down syndrome share a genetic connection, leading to the increased risk of dementia at an earlier age. Understandably, many families and caregivers are especially worried about this possibility, which is one reason why this topic is covered in detail in this section. Getting accurate information and education about the risk of Alzheimer’s disease is an important way of empowering oneself to prepare for the future.AnesthesiaComplications of anesthesia (sedation during surgery) occur in all patient populations, but are more likely to occur in individuals with Down syndrome than their peers without. Atlantoaxial Instability
Individuals with Down syndrome are at an increased risk of atlantoaxial instability, a serious disorder that could result in spinal cord damage.
Slide5Associated Health Risks continued:Blood DiseasesIndividuals with Down syndrome frequently show abnormalities in the blood cells for various reasons. Dental Issues Dental care is important for everybody, but people with Down syndrome can have a number of differences that can require special attention. AutismAutism spectrum disorder occurs more frequently in individuals with Down syndrome than in the general population. Ear, Nose & Throat IssuesEar, nose, and throat problems are common in children with Down syndrome. It is important for primary care physicians and caregivers to be aware of these problems, most of which are present throughout an individual’s life.
Endocrine ConditionsIndividuals with Down syndrome have a higher incidence of endocrine problems than the general population. The endocrine system refers to a set of glands that include the thyroid, adrenal and pituitary glands.
Slide6Associated Health Risks continued:Gastrointestinal TractBeginning in the newborn period, people with Down syndrome have an increased likelihood of developing medical conditions that interrupt or interfere with this digestion.CardiovascularAbnormalities of the cardiovascular system are common in Down syndrome, as approximately half of all infants born with Down syndrome have a heart defect. Mental Health Issues At least half of all children and adults with Down syndrome face a major mental health concern during their life span. Obstructive Sleep Apnea Studies show that half to all people with Down syndrome have obstructive sleep apnea. This can contribute a number of potentially serious health concerns.
VisionDown syndrome has effects on the developing eye, which could impact the proper development of vision.
Slide7Prevalence: According to Statistics Canada, the birth prevalence of Down Syndrome in Canada was constant from 1998-2007Advanced maternal age and having a previously affected child or other family with Down Syndrome are other factors that would contribute to a child being born with extra chromosome 21.
Slide8Medical Information:http://www.cdss.ca/images/pdf/parent_information/teaching_students_with_down_syndrome.pdfVision and HearingEnsure that the student is seated where he can see and hear what is going on.Watch for infection or irritation of ears or eyes.If a student is resistant to wearing glasses, hearing aides, or fm devices reinforce usage for short periods of time throughout the day with a goal to full day use.If a student uses an augmentative communication System, ensure you know how the system works and teach peers about that system.
If a student signs, learn basic signs and teach it to the class. Some students may have a history of hearing loss, or may develop one. Watch for changes in behavior or learning and let the parents know.
Slide9Medical Information Continued:Frequent Upper Respiratory InfectionsFrequent infections are common and they often impact learning.A student may be absent more frequently or at increased risk of catching some “bugs”.Parents may send their child to school with a cold rather than missing more school. 40% of children with Down SyndromeHeart Conditionse have congenital heart defects, which have been repaired
. Most students will be able to participate in all activities without restrictions.
If a student has had recent surgery or is going to have surgery, teach about the condition
and allow
peers to learn how to be helpful to the student.
Slide10Support for ParentsWebsites:https://www.canadahelps.orghttp://www.cdss.ca/parents/Down Syndrome InternationalThe International Down Syndrome CoalitionBand Of AngelsDown Syndrome Research And Treatment
Foundation
Slide11Parental Support continued:Blogs:Enjoying The Small ThingsDown Wit DatNoahs DadGarden of EaganBooks:Bloom: Finding Beauty in the
Unexpected
.
Expecting Adam: A True Story of Birth, Rebirth, and Everyday
Magic
Down Syndrome Parenting 101: Must-Have
The Year My Son and I Were
Born
Road Map To Holland: How I Found My Way
Count Us In: Growing Up with Down Syndrome
Facebook:
Circle 21
Down Syndrome Family Network
Kids
With Down Syndrome
Down Syndrome in Arts & Media
Slide12Educational Information:Teaching Concepts Use verbal cues: songs, rhymes, mantras, key words, and repetitive phrases.Use visual supports: visual schedules, photos, organizational charts, mnemonics, personal spellers, colour codes, manipulatives, subject tabs, diagramsUse the same accommodations for testing as used in teaching.Use concrete materials based on real
life experiences as “bridges” to more abstract
learning activities.
Assign
appropriate homework and reinforce completion
as with peers
.
Expect students to take tests, vary the
content, assessment
method and time.
Slide13Educational Information continued:Teaching RoutinesEstablish routines and teach the student how to follow the routine; allow practice time and review often.Break tasks into small steps and define each step. Teach sequencing- first, second, third or first, middle, last.Practice skills in different settings with different people.
Building RelationshipsExpect
students to assist each other
through reading
aloud, co-writing a response, locating a section or text, checking work, helping to
get started
or working as part of a group.
Ensure
all students have an opportunity to
talk to
each other and you during the day.
Expect
and model respectful behavior.
Talk about, study and present information
on Down
syndrome.
Slide14Educational Information continued:Preventing ProblemsPlan for transitions both within a subject are and between classes.Use “offices” (cardboard tri-folds) to limit visual distractions.Use head phones to limit auditory distractions.Teach the student how to work “through” distractions and noise rather than sending out.Give warnings about transitions.A student may need time to respond…WAIT (5 at least sec) then repeat the same instruction.
While waiting do not give other instructions
Look
at what you want the student to do
when giving directions.
Pair
a preferred activity with a
non-preferred activity
.
Allow
for repeated practice during the
school day
and at home.
Be
positive and reinforce students for
specific tasks
; many students will work for
positive recognition
and affirmation from you
Slide15Reasons children with Down Syndrome have Behavioural Problems:Taken from : http://dsagsl.org/wp-content/uploads/2014/04/Behavior-Guide-for-Down-Syndrome.pdf
Slide16Educational Websites:www.cdss,cawww.sped.org/www.inclusion.com www.bced.gov.bc.ca/specialed/sid/www.seriweb.com www.downsed.orgwww.bvcroarc.org/learningwebhttp://www.altonweb.com/cs/downsyndrome/www.kidstogether.orgwww.disabilitysolutions.com www.InclusionDaily.com www.knowyourrights.ca
www.daviesandjohnson.com www.prepprog.org
www.dsrf.org
www.downsasa.asn.au
Slide17Online ResourcesTHE DOWN SYNDROME ASSOCIATION OF ONTARIOHTTP://WWW.DSAO.CA/CANADIAN DOWN SYNDROME SOCIETY HTTP://WWW.CDSS.CA/INDEX.PHP?OPTION=COM_CONTENT&TASK=BLOGCATEGORY&ID=13&ITEMID=52DOWN SYNDROME RESEARCH FOUNDATIONHTTP://WWW.DSRF.ORG/
Canadian Down Syndrome Society - Facebook
https
://www.facebook.com/cdndownsyndrome/
Slide18How can teachers ensure that a student with Down Syndrome reaches their full potential?
Slide19Cited Sources:http://www.cdss.ca/index.php?option=com_content&task=blogcategory&id=13&Itemid=52http://www.ndss.org/Resources/Health-Care/Associated-Conditions/http://publications.gc.ca/collections/collection_2014/aspc-phac/HP35-40-2013-eng.pdfhttp://dsagsl.org/wp-content/uploads/2014/04/Behavior-Guide-for-Down-Syndrome.pdf