Down Syndrome Disability Fact Sheet FS Incidence of Incidence of Incidence of Incidence - PDF document

Down Syndrome Disability Fact Sheet #4 (FS4) Incidence ofIncidence ofIncidence ofIncidence ofIncidence ofDown SyndromeDown SyndromeDown SyndromeDown SyndromeDown Syndrome Nearly 5,000 babies areborn with Down syndrome inthe United States each year.This means that 1 in every 733 Although parentsof any age may have a childwith Down syndrome, 80%are born to women under the NICHCY Disability Fact Sheet #4 June 2010 DefinitionDefinitionDefinitionDefinitionDefinition Down syndrome is theintellectual disabilities. It iscaused by a chromosomalknown reason, an accident incell development results in 47mosomes. This extra chromo-development of the body andbrain. In most cases, thediagnosis of Down syndromevariation in mental abilities,behavior, and developmentalDown syndrome. Their level ofintellectual disability mayrange from mild to severe,in the mild to moderate range.Down syndrome differ inability, it’s important thatNational Dissemination Centerfor Children with Disabilities.1825 Connecticut Avenue N.W.Washington, DC 200091.800.695.0285 (Voice / TTY)202.884.8200 (Voice / TTY)nichcy@fhi360.orghttp://nichcy.org school’s education team placefew limitations on potentialachievements. Each child withDown syndrome has his or herown talents and uniquecapacities, and it’s importantforce them. As the FamilyDoctor website states:In many importantways, children whohave Down syndromeare very much theThey have the samemoods and emotions,new things, to play andenjoy life. You can helpyour child by providingas many chances aspossible for him or herto do these things.Read to your child andplay with him or her,just as you would anyother child. Help yourchild to have positivepeople and places. NICHCY: 1.800.695.0285 Down Syndrome (FS4)each school system mustSpecial classes, separateremoval of childrenenvironment occursseverity of the disabilitycannot be achievedsatisfactorily.A child with a disability[may not be] removed or High School Studentsor High School Studentsor High School Studentsor High School Studentsor High School Students secondary school, parents, theto plan for the future and thestudent’s life as an adult. Thisinvolves considering, forexample, issues such as em-ployment (with or withoutand self-care skills, the possi-vocational training, and howsystems. Under IDEA, theprocess of planning for transi-student’s 16th birthday. Foradolescents with Downsyndrome, it’s usually impor-tant to begin earlier than that.Adult life for individualswith Down syndrome hastwo decades ago. Opportuni-ties to live and work indepen-dently in the community havewith Down syndrome. Thisowes much to the moreinclusive and comprehensiveto improved public attitudestowards disability. Today,there’s a nationwide networkof independent living centers,as well as apartments that arefor those who need this levelof support. Training, educa-available to eligible adultswith Down syndrome throughservice systems such as Voca-tional Rehabilitation andSocial Security. Adult lifeholds many opportunities forthose with Down syndrome,so it’s important to plan aheadwith optimism and vigor. Family Doctor. (2005). Down Syndrome: Finding out your child has Downsyndrome. Available online at: http://familydoctor.org/online/famdocen/National Down Syndrome Congress. (n.d.). Facts about Down syndromeAvailable online at: http://www.ndsccenter.org/?page_id=614National Down Syndrome Society. (n.d.) Down syndrome fact sheetAvailable online at: http://www.ndss.org/index.php?option=com_content&view=article&id=54:down-syndrome-fact-sheet&catid=35:about-down-syndrome&Itemid=74 34 CFR §300.114(a)(2)(ii) of 34 CFR §300.116(e) of IDEA. 34 CFR §300.320(b) of IDEA,Transition services. ReferencesReferencesReferencesReferencesReferences This publication is copyright free. Readers are encouraged to copy and share it, but please credit theNational Dissemination Center for Children with Disabilities (NICHCY).This publication is made possible through Cooperative Agreement #H326N080003 between FHI 360and the Office of Special Education Programs, U.S. Department of Education. The contents of this docu-ment do not necessarily reflect the views or policies of the Department of Education, nor does mention oftrade names, commercial products, or organizations imply endorsement by the U.S. Government. FS4—June 2010 TTTTTips for Tips for Tips for Tips for Tips for Teacherseacherseacherseacherseachers Learn as much as possible aboutDown sydrome. The organiza-sheet can help you identifygies to support the student’slearning. We’ve included someadditional suggestions below.This may seem obvious, but sometimes theappearance of Down syndrome can givecannot learn. Focus on the individual childbilities he or she has.Realize that you can make a big differencein this student’s life! Use the student’sabilities and interests to involve andmotivate. Give lots of opportunities for theTalk candidly with your student’s parents.They’re experts and can tell you a great dealabout their daughter’s or son’s specialneeds and abilities.Work with the student’s parents and otherschool personnel to develop and imple-addresses the individual needs of thebasis with parents about how things are  If you’re not part of the student’sIEP team, ask for a copy of thisimportant document. The student’sthere, as will the services and accom-posed to receive, including in yourclass.Talk to specialists in your school (forexample, special educators), as necessary.They can help you identify methods thatare effective for teaching a student withdisabilities, ways to adapt the curriculum,and how to address the student’s IEP goalsin the classroom.Be as concrete as possible with the student.Demonstrate what you want to see happeninstead of giving only verbal instructions.When you share concrete informationverbally, also show a photograph. Give theobjects.Divide new tasks and large tasks intosmaller steps. Demonstrate the steps. Havethe student do the steps, one by one. Offerhelp when necessary.Give the student immediate, concrete