On March 21, people around the world recognize World Down Syndrome Awareness Day by donning brightly-colored, mismatched socks. Down Syndrome is the most common chromosomal disorder in the United States. It is estimated that nearly 6,000 newborns, or 1 in every 700 babies, are born with Down Syndrome in the U.S. each year. Down Syndrome results when a chromosomal abnormality takes place during cell development resulting in 47 rather than 46 chromosomes. This disorder most commonly occurs when an individual has three copies of Chromosome 21 rather than the typical two copies. Young children with Down Syndrome vary greatly with individual strengths and abilities, but they often share some physical and developmental characteristics that may impact their early educational programming.
Cognitive Development
Individuals with Down Syndrome often exhibit mild to moderate levels of intellectual disability; yet, most are able to participate in the same educational programs as their typically developing peers when appropriate accommodations and supports are in place. Because of difficulties with short-term auditory memory, individuals with Down Syndrome tend to be visual learners who benefit from the use of pictures, symbols, and diagrams to support their learning. Young children with Down Syndrome may need additional practice to master early learning concepts, and they may not transfer those skills across different settings. Providing repetition through a variety of materials and learning experiences will help young learners with Down Syndrome apply their learning in new situations.
Sensory Processing
Humans gather information about the world through the five senses as well as through movement (i.e., vestibular system) and body position (i.e., proprioception). Some young children with Down Syndrome exhibit difficulty processing this sensory information. For example, many individuals with Down Syndrome display extreme sensitivity to loud sounds. While some may cope by simply covering their ears, others may experience overwhelming anxiety that may be mistaken for defiance, such as elopement (i.e., running away) or oppositional behavior (i.e., refusals or tantrums). To address these issues, an educational team may want to conduct a sensory processing evaluation and develop a plan for addressing a child’s sensory needs through accommodations and/or therapeutic activities designed to decrease sensitivity to sensory input.
Motor Development
Many individuals with Down Syndrome have low muscle tone that affects both gross motor (e.g., standing, walking, jumping, or throwing) and fine motor (e.g., grasping, writing, cutting, or zipping) development. More specifically, young children with Down Syndrome tend to experience difficulties with balance and core strength. In the early childhood classroom, these difficulties impact their ability to maintain upper body stability, or posture, which is needed for handwriting, coloring, and cutting. Referrals to occupational and physical therapists may be necessary to address the motor needs of young learners with Down Syndrome.
Language & Communication
Low muscle tone and motor planning difficulties can also impact speech sound production in young children with Down Syndrome. As a result, it may be difficult for listeners to understand the speech of some young children with Down Syndrome. Individuals with Down Syndrome tend to exhibit stronger receptive language skills; thus, their ability to understand spoken language is usually better than their ability to use spoken language. Language and communication challenges, such as difficulties following directions or answering questions, may sometimes be mistakenly interpreted as noncompliance. Consultation with a speech-language pathologist may help caregivers and early childhood educators determine how to best support the language development of young learners with Down Syndrome.
Health Conditions
Many young children with Down Syndrome experience health conditions that may impact their early childhood programming. Approximately forty percent of individuals with Down Syndrome have congenital heart conditions. With surgery and other medical interventions, many of these children are able to participate in preschool and other early learning programs without limitations. Between 65% - 80% of individuals with Down Syndrome have a hearing loss. Still others may exhibit temporary hearing loss due to frequent ear infections. Early childhood educators may need to provide classroom accommodations or use assistive technology to support the hearing needs of learners with permanent or fluctuating hearing loss. Approximately half of all individuals with Down Syndrome experience vision problems. Early childhood professionals may need to monitor children’s use of corrective lenses, provide large-print materials, or seat children with vision needs close to the focus of instruction. A low vision consultant may provide additional ideas about how to support the vision needs of young learners with Down Syndrome.
Despite these challenges, young children with Down Syndrome are more like their peers than they are different. They love to play, explore, and learn. They love to spend time with family, friends, and teachers. They love to ask a million questions, and like all children, they may even test the patience of the adults in their lives. With early intervention and appropriate supports throughout their school years, children with Down Syndrome can go on to lead successful and productive lives.
References and Resources
Center for Parent Information and Resources. (2017, March 16). Down Syndrome. https://www.parentcenterhub.org/downsyndrome/
Children’s Hospital of Philadelphia. (2021). Trisomy 21 (Down Syndrome) news and updates. https://www.chop.edu/conditions-diseases/trisomy-21-down-syndrome/news
Daunhauer, L. A., Fidler, D. J., & Will, E. (2014). School function in students with Down Syndrome. The American Journal of Occupational Therapy. Retrieved March 21, 2021 from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4012569/pdf/167.pdf
Down Syndrome Association of Western Michigan. (2016, August). Supporting the student with Down Syndrome in your classroom. https://www.dsawm.org/resources/educational-advocacy/
Down Syndrome Education International. (n.d.). DSE Library. https://library.down-syndrome.org/en-us/
Dr. Krislyn Carlson is a K-5 special education teacher with the Beresford Public School District. She has twenty-two years of experience teaching special education at the elementary and middle school levels. Krislyn obtained her doctorate degree with an emphasis on special education and administration from the University of South Dakota. Current interests include adapting literacy and language instruction for students with significant cognitive disabilities and complex communication needs.