Development of Children with Down Syndrome Essay Example

When one thinks of Down syndrome in younger children, it may seem visible to realize that a child with this learning disability might develop at a slower pace than their peers around them. However, we will analyze and observe how younger children with this disability develop throughout life and in the classroom. Down syndrome can be best defined as a genetic disorder that is caused by abnormal chromosomes that can appear after birth. It is known that children with Down syndrome may develop and learn at a slower pace than their peers. This disability can affect a child’s motor, cognitive, communication, and social skills. Through all of this, children with Down syndrome are still able and have a chance to develop the way they think, the way they learn, and the way they engage which is all included in school in the most effective way. This disability has different effects on children in today’s society. It can affect the way that a child’s body, brain, and mind work.  Children with Down syndrome might tend to be more challenging with behavior, have developmental delays, speaking complications, dressing themselves, giving themselves bodily care and hygiene, and understanding a struggle with motor skills. Parenting and raising a child with Down syndrome is something that is difficult, takes time, patience, and the ability to love a child throughout their flaws. Most parents are known to go through many struggles and phases when they find out that their child has Down syndrome, however, it is up to them to decide whether they will let it make or break them. Parents may experience many lifestyle changes and emotions such as stress, sadness, anger, fear, sensitivity, etc. For a child with this disability, parents need to know that they have to show real patients and an understanding of their child’s bodily and behavioral changes. Parents should acknowledge that they have to move at a slower pace for many years down the line. They have to recognize how they will have to communicate differently, having to use the correct words, phrases, hand gestures, etc. Parents and caregivers will have to guide children socially and emotionally when a child may get around their peers, they should acknowledge that they may have to guide a child with Down syndrome differently than guiding one that does not have this disability. Children with Down syndrome are just as able to do different activities just like their peers around them, that’s why as a parent, guiding and communicating with a child is important and getting them to understand that it may take time, but they can conquer it just like their peers.

Having special teachers and education is important in a learning facility that allows younger children with Down syndrome to adapt and feel comfortable in the learning environment. Teachers can help one with this disability be aware and learn that they do have a range of abilities and that they can learn, engage, and do activities just like the other children in the classroom. Caregivers and teachers in the classroom should be cautious when teaching one with Down syndrome. They are obligated to be very cautious, caring, loving, and kind when teaching. Educators must make sure that they develop and show growth within their timing. A teacher must make sure children with this learning disability get the best attention and be made to feel like they are in perfect hands and a good environment. Effectively, teachers have different strategies within the classroom when teaching a younger student or students with down syndrome. Instructors must invest in avoiding negative stereotypes or opinions about children with this disorder. They should be treated with the same respect and manner as everyone else in the environment. Children should always be put first before their disability, and encourage everyone in the classroom to also put the child first before their disability. Teachers should use clear language, short sentences, and words, and give direct eye contact when communicating with a child with Down syndrome so it is more likely for them to understand or at least try to understand to their best of knowledge. Use different images and handouts so that one with this disorder can try to see a visual representation if they cannot understand what is being communicated. It is important to place a child with Down syndrome in different groups around the room so that they can be comfortable socially, students in the classroom should be adapted and treated equally no matter if they look, talk, grow, communicate, and think differently because it makes them who they are. A young child with down syndrome can also sense the energy and comfortability of one around them so it is an important key that educators and students treat them the same as everyone else so they can feel welcomed with open arms. 

A child with this disorder can not only sense the energy and comfortability around them but they may change the way that they act depending on who or what environment they are in. A passage in the textbook in the article states “With certain folk, John was bright, alert, and seemingly responsive. With others, he slumped listlessly, thrust his tongue out, and drooled.” “...He was responding to the energy of the other person, to what they were projecting towards him, and he gave each person exactly what they expected.”

“Their minds, their consciousness, were like an open book to him.” This gives understanding to acknowledging that they can sense and understand how a person may view them just by the way that person is acting in front of them. The energy being sensed it is can affect the way that they learn through having Down syndrome. It is a matter of reflecting the way that they act based on the energy and actions of someone that they are around or in the same environment with.  In the classroom teachers should have a vivid and helpful way of learning for children that have down syndrome. They should be able to work at their own pace and grow and develop as a student with timing. Educators can give out different techniques, strategies, and exercises to help students with DS communicate and express themselves in different ways. They should be able to work on skills that they can carry with them in and out of the classroom achieving long-term, and short-term goals. If one chooses not to participate it may have nothing to do with their disorder, it can simply have something to do with their emotions like anger, frustration, sadness, etc. Children with Down syndrome have feelings just like everyone they are surrounded with, their condition does not determine who they are as a person. If sometimes educators can not understand the communication between them and a student they can always assign a child with a speech therapist. There is always a positive outcome for a situation that we cannot control! In a learning environment, a child with Ds should have a comfortable workspace. They must have enough space to work to be able to engage in any activity that is going on in the classroom. Strategies can include visual learning, breaking down instructions into shorter steps so that a child with Ds can understand, avoiding words that can mean more than one thing, Repeating small important words that are useful in the classroom to try to install a sense of memory in the child, and always allow a student with this disability to speak and respond whenever they feel like it. It is all about understanding one another’s communication. The amount of new material should be limited and not given to or passed out at one time so that a child can understand one small thing instead of trying to memorize a million things. Teachers and instructors must do everything in their will to make sure that students with Ds feel comfortable and excited to come to school even if it’s a timing process understanding everything that transitions in the classroom. Give the children a bright environment whether it’s the visuals of the classroom, the relationship with their peers, or their ability to learn. Do not give up on the child, treat them as if they do not have a disability and as if they are the smartest and most brave children in the classroom. Allow them to have freedom, allow them to express themselves, allow them to go through different emotions, and most importantly allow them to embrace who they are. Teachers should demonstrate respect and encouragement all around the classroom so that students can understand the importance of acceptance. Throughout all of the concepts, it is important to understand the learning ability of a young child with down syndrome. Any person who is taking care of a young child with down syndrome must understand the importance of growth in the child's life, and it is important to treat children with this disability equally. They can learn, engage, communicate, participate, and socialize just like their peers. With these concepts, you should have a better understanding of how to understand young children with down syndrome and how they develop and grow inside and outside of the education system. Take into consideration all of the topics that were discussed and add them into real-world situations and outcomes. It is important to learn and understand the different disabilities and struggles compared to children that do not have a disability or that does not struggle as much. However, not only is it important for teachers to learn about their students, classmates and peers need to acknowledge, accept, and learn about students that may have a disability. Because when it is all said and done everyone is created in their image, and there is no image better than the other, it’s all like one big puzzle!