Intergrating Children With Down Syndrom
ntegrating the Child with Down Syndrome into the
Mainstream Pre-school Environment
Part 1: Understanding Down syndrome
Ann Haig B.A., M.A., A.B.A.
As the research demonstrating the abilities of children with Down syndrome continues to accumulate, more parents are choosing mainstream over special needs environments. Indeed, the child with Down syndrome can gain significantly from the language and social skills they observe in their typically-developing peers (Wang & Walberg, 1994). For example, they learn how to play with various toys and functional words like “mine” and “give” quickly get added to the vocabulary. The other children, too, benefit from having a child with special needs as a peer (Hollowood et al, 1995). They develop their nurturing skills while learning not to smother and, most importantly, they learn that differences are acceptable by an early exposure to disability.
Children with Down syndrome, like all children, are different. By the very name ‘syndrome’, there are about 120 different conditions, features, and symptoms which may be present. Some children will have vision or hearing difficulties, some will have significant motor impairments, and some may have other medical conditions like a heart defect or bowel problems. Some will be much more challenged to learn, while others will appear to be more like their typically-developing peers than they are different. It is not necessary to have a degree in special needs education to integrate a child with special needs into the pre-school environment. What is important is that the adults in the room have a good grasp of typical child development so that any developmental deficits in any of the children can be addressed in a way that positively supports the child. The emphasis should be on developmental enhancement by adapting to the individual needs of each child and not on adherence to a single approach that may or may not meet the needs of all children. For example, trial and error learning (sometimes called ‘discovery learning’) works well for most children but the child with a learning disability often needs more direct teaching. By watching the child and noticing how they approach tasks and what methods work for them one can begin to build a blue print for that child’s learning style.
Before considering some of the various strategies for successful integration, one has to first become acquainted with the typical learning profile of the young child with Down syndrome. Because Down syndrome presents itself in many different ways, the information given here is true of most children but not all.
Strengths of the child with Down syndrome
- Visual Learner Most children with Down syndrome will learn well by the adult demonstrating something to them rather than just telling them something. If a visual cue is present, the child has a better chance of picking up the targeted information and acting on it. For example, there is a growing research interest in teaching language through reading. The words on the page provide a visual cue to what is normally a system relying on auditory processing.
- Imitates well The child with Down syndrome is usually very skilled in copying actions demonstrated. The child may need to be shown a particular action a few more times that the typically-developing peer, but many simple actions are copied straight away. Once the action is learned, typically the child will not forget the skill and will take great pride in the achievement.
- Responds well to praise and encouragement Like most young children, the child with Down syndrome likes to be praised and will work hard to please the adults in the room. By letting the child know what behaviours are acceptable by giving them your attention, you can help build positive behaviour. You do not have to say a thing; your mere presence near the child is a reward in itself. You make your attention more powerful by talking to the child and giving eye contact. Like all children, but particularly for the child with a learning disability, specific praise is the most effective. This means that instead of saying “well done” you say “good tidying up.” Specific praise ensures that the child knows exactly what you are pleased with, thereby increasing the chances that the behaviour will be repeated.
- Sociable Like most children, children with Down syndrome like to be with their peers and actively seek out their company. This makes integration into any group far easier and rewarding for all of the children.
- Can work well independently Children with Down syndrome can be taught to work on their own by giving them assistance only when it is needed and then withdrawing. When the child has acquired a skill, the child should be encouraged to perform it without assistance and then without an adult even nearby. In the initial stages, recognition can be given of independence (e.g. “Hey, you did that all by yourself! Well done.”)
Needs of the child with Down syndrome
- Language delay Children with Down syndrome have difficulties understanding and using language. These difficulties vary greatly from child to child, but would be strongly evident in most. This can lead to huge frustration for some children and can result in bad behaviours. All of us understand more language than we use, so it is very possible that a child has no words but understands a lot of what is said. Because of speech difficulties, the child may have idiosyncratic words for objects and actions or their speech may be too difficult to understand. The child’s parents can explain how their child communicates and ‘what works’ for them. As always, the parents are an invaluable resource because they know their child best.
- Social skills deficits Children with Down syndrome are delayed in most areas of development, including the acquisition of social skills. Most social interaction is based in some way on language so the fact that the child desires interaction is helpful, but is not enough. The children need to be taught how to ask for help, how to ask to join a play situation, how to wait until a peer has had their turn, and a multitude of other skills that form the basis for friendships. Children who have siblings close in age tend to have developed more social skills from the home environment. Like all children, those who do not have siblings need more help in this area.
- Motor delays There is a wide spread of ability in the area of motor development. It is not unheard of for a child to not walk until the age of four or not be able to hold a pencil well until primary school age. It will depend on other medical conditions the child may have as well as their muscle tone, ligament and joint flexibility and motivation. The child may also have difficulty remembering a particular motor sequence (like a dance) or have difficulty working out how to move to solve a problem (like how to get over an obstaclein an obstacle course.)
- Sensory impairments Many children with Down syndrome will have vision and hearing difficulties, not unlike their typically-developing peers. It is very common for young children with Down syndrome to have ‘bad hearing days.’ Research has shown that about 75% will have hearing loss sometimes in the early years due to fluid in the ears (Shott & Heithaus, 2001). This means that a child with normally good hearing might have a day or two where the hearing is significantly affected, usually when they have a cold or are ‘stuffed up.’
There can also be problems with the tactile system which is over or under sensitive and will show itself by the child not wanting to touch certain textures or not bothering to touch anything at all. The child may also be frightened of certain movements or sounds.
5. Reduced Immune defense system Part of the syndrome is an immune system which is weakened. This means that some children with the syndrome will get many colds and blocked sinuses. It also means that the child may have numerous medical appointments necessitating the child missing days or hours of the day.
In the next issue, ideas for facilitating successful integration will be shared. In the meantime, pre-school staff can continue to make a positive experience for all children by paying attention to the individual needs of the children entrusted to them. Observational skills, a positive relationship with the child’s parents, a good understanding of child development, and adaptability are the essential ingredients needed.
Written by
Ann Haig
Ireland's leading Early Years education Magazine
