General Learning Characteristics of Children with Down Syndrome
Most children with Down syndrome display some delay in their development, which can range from moderate to severe. However Faulkener and Lewis (1995) note “that development in young people with Down’s Syndrome is different from that of normally developing children and not merely delayed (Lorenz, 1998, p5). It is essential that educators understand this difference in development, acknowledge it, cater for it, develop patience and become persistent.
Learning difficulties and educational implications include:
Although there are many characteristics of children with Down syndrome that can help identify learning difficulties, generalization is difficult due to such a wide variety of measurable ability. All Down syndrome children enter life with an ability to learn, it is through fostering and catering for their particular learning needs that will allow children with Down syndrome to experience success and develop to the best of their ability.
Learning difficulties and educational implications include:
- Delayed fine and gross motor skills;
- Auditory and visual impairment;
- Speech delays;
- Language impairment including many children with Down syndrome having better receptive language skills than expressive language skills. Meaning they have difficulties with communicating their thoughts and ideas compared with their ability to understand language, process meaning and receive directions (Vize, 2011).
- Poor auditory memory;
- Limited concentration span;
- Difficulties with thinking and reasoning and applying knowledge to new situations;
- Sequencing difficulties;
- Children with Down syndrome encounter difficulties with attaining academic milestones and problem-solving skills.
Although there are many characteristics of children with Down syndrome that can help identify learning difficulties, generalization is difficult due to such a wide variety of measurable ability. All Down syndrome children enter life with an ability to learn, it is through fostering and catering for their particular learning needs that will allow children with Down syndrome to experience success and develop to the best of their ability.
“Many children grow up to lead independent lives within their community, holding down a job and enjoying a lasting relationship” (East & Evan, 2006, p 23)
Although there is no cure for a child with Down syndrome, early intervention programs that develop communication skills, promote independence and build motor abilities, as well as creating an inclusive learning environment that differentiates learning needs, can support these individuals to develop to their potential.