Communication with your student
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Many students with Down syndrome have difficulty understanding language, communicating and expressing themselves. Therefore teachers should:
Students with Down syndrome can also benefit from using communication systems which can also help to build expressive language. Vize (2011) suggests that programs and systems such as PECS, key word signing, communication books or boards such as Pixon Project Kit Symbol Stix or Boardmaker can be beneficial in allowing students to communicate their choices and needs as well as improving expressive communication.
- Avoid long complex descriptions or instructions;
- Use simple, short, clear instructions specific to the child’s level of language and always check students understanding;
- If necessary spoken words can be supplemented with signs or gestures;
- Allow the student time to process language and form their response;
- Always speak directly to the pupil, reinforcing with facial expressions, pictures and concrete materials;
- Use music to memorise routines and procedures.
Students with Down syndrome can also benefit from using communication systems which can also help to build expressive language. Vize (2011) suggests that programs and systems such as PECS, key word signing, communication books or boards such as Pixon Project Kit Symbol Stix or Boardmaker can be beneficial in allowing students to communicate their choices and needs as well as improving expressive communication.
Creating Success
Children with Down syndrome have difficulties with memory retention and attaining academic milestones. Therefore it is important to break key tasks into smaller components so that each step is taught on its own then combined together. Through following a logical, gradual approach, embedded with visual cues, students with Down syndrome will develop a sense of success and completion, fostering motivation.
Behavioural and Physical Considerations
Inattentiveness and restlessness
Some students with Down syndrome can be easily distracted or have difficulty with paying attention for long periods of time. Engage the student in the activity by making it interesting or wake them up by having a stretch or doing something fun. Students may also divert attention from completing a task by simply not wanting to do it. Distinguishing the “can’t do” from the “won’t do” needs to occur first. Stratford & Gunn (1996) indicate that students who “won’t do” divert the attention away from doing the task through challenging behaviour or drawing the attention away through smiling, clapping hands or blowing bubbles. Adjust the activity if it is too difficult for them and engage them in the task by making it more interesting.
Stubbornness
Some students with Down syndrome can be exhibit stubborn behaviours. Try to get your student to see the positive outcome of what you are trying to get them to do, adjust the task so they can achieve it to their level and be flexible.
Low muscle tone
Hypotonia can adversely affect the students learning ability and performance. Adjustments can be made to the desk size and writing tools, as well as placing a small pillow to the back of the chair to help them sit properly and be more comfortable.
Some students with Down syndrome can be easily distracted or have difficulty with paying attention for long periods of time. Engage the student in the activity by making it interesting or wake them up by having a stretch or doing something fun. Students may also divert attention from completing a task by simply not wanting to do it. Distinguishing the “can’t do” from the “won’t do” needs to occur first. Stratford & Gunn (1996) indicate that students who “won’t do” divert the attention away from doing the task through challenging behaviour or drawing the attention away through smiling, clapping hands or blowing bubbles. Adjust the activity if it is too difficult for them and engage them in the task by making it more interesting.
Stubbornness
Some students with Down syndrome can be exhibit stubborn behaviours. Try to get your student to see the positive outcome of what you are trying to get them to do, adjust the task so they can achieve it to their level and be flexible.
Low muscle tone
Hypotonia can adversely affect the students learning ability and performance. Adjustments can be made to the desk size and writing tools, as well as placing a small pillow to the back of the chair to help them sit properly and be more comfortable.
Work Collaboratively
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Collaboration refers to teachers working together with parents/carers, relevant professionals and other educational colleagues. This will help to establish healthy relationships, allows resource sharing and exchanging information to essentially work towards a positive outcome for the student. Parents already know their child and have experience working with their child; therefore they can be helpful to share ideas and teaching materials that will be beneficial to developing the best learning environment. Lorenzo (1998) suggests using a home/school diary as one form of communication to assist both parents and teachers with understanding the child and identifying problems and strategies. Therapists and other relevant professionals can also help to ensure that programs and activities are appropriate, as well as providing information on how to support the child with Down syndrome (Vize, 2011).
Image References
Image retrieved on May 5, 2013 from Trivia about Communication
Image retrieved on May 5, 2013 from Synthesis & Sensibility
Image retrieved on May 5, 2013 from Trivia about Communication
Image retrieved on May 5, 2013 from Synthesis & Sensibility