At school
Down Syndrome is one of the most prevalent genetic abnormality and thus is one of the most frequent disabilities present in the school. Teaching kids with Down Syndrome is a rewarding experience providing the opportunity to build on social skills, teach reading, writing, and mathematical skills and help them move from a sheltered world to a broader world full of opportunity. It’s important for the teacher to understand that kids with Down Syndrome may need to learn educational content in a different form or at a slower pace than that of their peers. In addition, low muscle tone and a disproportion of the arms and legs are common physical attributes of Down Syndrome which will require special attention in the classroom. The teacher should be accommodating to these disabilities and utilize a variety of the modifications listed below.
Modifications
Individuals with Down Syndrome have varying degrees of skills, abilities, behavior, and physical development. This results in learning deficits that will different for each student. As a general rule, students with Down Syndrome need highly structured activates, small presentations of information, and a good reward system. Teachers can use a variety of modifications to enhance the classroom experience. A few possible modifications are:
Source: http://www.dsawm.org/LinkClick.aspx?fileticket=EdUFKA910ek%3D&tabid=87
- Curriculum modifications--breaking down directions into small steps, allowing adequate response time, using teaching methods that involve cues and objects, pairing pictures with spoken words, etc..
- Memory aides—using labeling and verbal associations, breaking information down into small groups, showing patterns and teaching memory tricks, etc.
- Assistive technology—specialized key guards or alternative keyboards are often used.
- Augmentative communication—communication methods used to supplement spoken and written language.
- Paraprofessional support—assisting teachers/professionals responsible for the supervision of an individual student in and outside of the classroom.
- A behavior plan—individualized plans used to track student’s behavior, often uses daily journals to track behavioral progress and teach appropriate social conducts.
- Staff collaboration—teachers working together to ensure what is best for the student.
- Psychological and occupational support
- Speech and physical therapy
Source: http://www.dsawm.org/LinkClick.aspx?fileticket=EdUFKA910ek%3D&tabid=87
North carolina schools and camps best suited for students with down syndrome
In general, students with Down Syndrome are included into the general education classroom. However, there are several schools and summer camps in North Carolina designed to provide educational services and structure for both the parents and students with disabilities.
ABC of NC Child Development Center
3904 Old Vineyard Road
Winston-Salem, NC 27104
336-251-1180
Camp Imagine
YMCA Camp Hanes, 1225 Camp Hanes Road
King, NC 27021
336-923-1097
Burling Recreations and Parks
1333 Overbrook Road,
Burlington, NC 27215
336-222-5030
Camp Royall
250 Bill Ash Road
Moncure, NC 27559
919-542-1033
For more information on choosing the right school, camp, program, or resources please visit: The Down Syndrome Association of Charlotte
Source: http://www.piedmontparent.com/
ABC of NC Child Development Center
3904 Old Vineyard Road
Winston-Salem, NC 27104
336-251-1180
Camp Imagine
YMCA Camp Hanes, 1225 Camp Hanes Road
King, NC 27021
336-923-1097
Burling Recreations and Parks
1333 Overbrook Road,
Burlington, NC 27215
336-222-5030
Camp Royall
250 Bill Ash Road
Moncure, NC 27559
919-542-1033
For more information on choosing the right school, camp, program, or resources please visit: The Down Syndrome Association of Charlotte
Source: http://www.piedmontparent.com/
IEp and 504 plans
Down syndrome is one of the many disabilities covered under the Individuals with Disabilities Education Act (IDEA). This is a federal law amended in 2004 that governs how states and public firms provide special education, early intervention, and any other related services. It covers the needs of children with disabilities from birth to age 21. IDEA was designed to provide all children with disabilities a free and appropriate public education (FAPE) that will prepare them for employment, higher education, and independent living.
IDEA requires that schools create and Individualized Education Plan (IEP) for each student meeting the eligibility requirements under both the federal and state standards. The IEP is the foundation of that child’s education. It lists the services that are to be provided and how frequently they are needed, describes the student’s current level of performance, and details how the student’s disability affects their academic achievement. When a child qualifies under IDEA a team is organized to design the IEP. The child’s parents, a regular education teacher, a special education teacher, someone who can interpret the educational implications of the child’s evaluation (usually a school psychologist), and an administrator who has authority of the districts services will make up the members of the IEP panel. The team collaborates to design the IEP and when it is finished and signed it becomes a legal binding agreement that will provide a free and appropriate education to the student (FAPE).
If the student does not meet the more rigorous requirements for special needs services such as an IEP this does not mean he/she will not receive any accommodations. Under IDEA schools are required to provide all students with an equal opportunity for success. This means providing reasonable adaptations and school facilities that are equally accessibly by individuals with disabilities. The 504 plan documents these adaptations; it is a written document similar to an IEP which clarifies what accommodations are necessary and required. The 504 plan is the best alternative to students with disabilities who do not qualify for an IEP plan.
For more information on IDEA, IEP, FAPE, and 504 plans please visit Down Syndrome Connection.
Source: http://www.downsyndromeconnection.com/education.htm
IDEA requires that schools create and Individualized Education Plan (IEP) for each student meeting the eligibility requirements under both the federal and state standards. The IEP is the foundation of that child’s education. It lists the services that are to be provided and how frequently they are needed, describes the student’s current level of performance, and details how the student’s disability affects their academic achievement. When a child qualifies under IDEA a team is organized to design the IEP. The child’s parents, a regular education teacher, a special education teacher, someone who can interpret the educational implications of the child’s evaluation (usually a school psychologist), and an administrator who has authority of the districts services will make up the members of the IEP panel. The team collaborates to design the IEP and when it is finished and signed it becomes a legal binding agreement that will provide a free and appropriate education to the student (FAPE).
If the student does not meet the more rigorous requirements for special needs services such as an IEP this does not mean he/she will not receive any accommodations. Under IDEA schools are required to provide all students with an equal opportunity for success. This means providing reasonable adaptations and school facilities that are equally accessibly by individuals with disabilities. The 504 plan documents these adaptations; it is a written document similar to an IEP which clarifies what accommodations are necessary and required. The 504 plan is the best alternative to students with disabilities who do not qualify for an IEP plan.
For more information on IDEA, IEP, FAPE, and 504 plans please visit Down Syndrome Connection.
Source: http://www.downsyndromeconnection.com/education.htm