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1.) Varying emotional needs. Every student with Down Syndrome is unique in respect to their needs and personalities. This requires teachers to maintain close understanding of emotional responses of their students. Being aware of the emotional needs of a student is very important. People with Down Syndrome have varying degrees regarding cognitive abilities including how they adjust to new environments and social situations. However, people with the syndrome have valid emotions just like anybody else. They are able to feel joy in the face of support and healthy relationships and be hurt by rude or inconsiderate language and behavior.

2.) Varying physical needs: Students may need additional time to recover from illness or other health conditions. Each student with DS will provide his or her own unique physical need.  It is important that the teacher work with the school physical therapist to identify and improve specific muscle development needs. The more the teacher knows about a student with DS the better he or she can help. Speaking with parents is highly recommended to keep updated on changes to a student’s health such as illnesses or changes in sleeping and eating patterns. A general physical characteristic is low muscle tone. This can lead to students feeling frustrated if this hinders their ability to complete a task. Students should be given extra time and plenty of opportunity to strengthen coordination and flexibility.

3.) Social inclusion. Encourage meaning full interactions with peers such as physical activities. This includes doing sports or clubs. Treating parents, students, and other staff with full respect creates an environment of unity. Students with Down Syndrome often struggle with social inclusion and having reduced opportunities at satisfying friendships. It is important from early on in their education to encourage students to form friendships and join teams or clubs. Teachers should encourage students with DS to try different activities as it will benefit the student. Understanding that students with DS are much more alike to their peers than different

4.) Some students struggle with Sensory Processing Disorder(SPD). This means teachers should pay special attention to triggers, as this can lead to emotional behaviors. Ways to track sensory responses is to keep a chart regarding different sensory fields such as tactile(touch) or sounds.

5.) Risk for low self esteem.  It is wise for teachers to have different strategies readily available to help boost self confidence and instill pride for students with DS. Students with Down Syndrome should feel as though they are valued and accepted by their peers. Encouraging activities such as peer tutoring or other meaningful interactions in the classroom can stimulate positive self worth.

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» A flattened face, especially the bridge of the nose
» Almond-shaped eyes that slant up
» A short neck
» Smaller ears, hands, and feet
» A tongue that tends to stick out of the mouth
» Poor muscle tone or loose joints
» Shorter in height as children and adults

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Kid's Health: Down Syndrome Overview
https://www.ndss.org/about-down-syndrome/down-syndrome/

The Center for Disease Control:
https://www.cdc.gov/ncbddd/birthdefects/downsyndrome.html

The National Down Syndrome Congress is the world's oldest national organization for Down Syndrome:
https://www.ndsccenter.org/

Efficacy of Broad Target Speech Recasts on Students with Down Syndrome
https://ies.ed.gov/funding/grantsearch/details.asp?ID=1074

Parent-Implemented Social-Pragmatic Communication Intervention for Young Children with Developmental Disabilities
https://ies.ed.gov/funding/grantsearch/details.asp?ID=764

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» Cognitive levels vary, but most individuals range from moderate to mild
» They are considered as having poor memory as they have a limited ability to create memory strategies
» Students may have a hard time mastering attention skills
» Individuals may have some difficulty multitasking such as processing information from many
sources at once, responding quickly to some situations, or responding to feedback.

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Down Syndrome is classified as a a birth defect where individuals are born with an extra 21st chromosome. It is most often diagnosed during a women's pregnancy; however, doctors are not clear exactly on what causes a baby to be born with Down Syndrome. A commonly accepted theory is that many babies with Down Syndrome are born to mother's over the age of 35 which is considered a risk factor. There are two basic types of tests available to detect Down syndrome during pregnancy: screening tests and diagnostic tests. It remains the most commonly diagnosed chromosomal condition in the United States.

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The perception and inclusion of people with Down Syndrome has shifted with an increase in resources for people with disabilities. It is a lifelong condition and cannot be cured, however doctors and educators know more about it now more than ever.
Nationally recognized events such as the Special Olympics shine a light on the strength and capabilities of people with Down Syndrome.
Many people with Down Syndrome are expected to live their lives almost fully on their own, and opportunities for them continue to grow with more people with Down Syndrome being employed now more than ever in a variety of industries and academic settings.

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Archer, A. L., & Hughes, C. A. (2011). Explicit Instruction: Effective and Efficient Teaching. NY: Guilford Press.

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-  There are about one million infants and children through age five receiving early intervention and early childhood special education services under the Individuals with Disabilities Education Improvement Act
- According to the Centers for Disease Control and Prevention, Down syndrome occurs in 1 out of approximately every 700 births, with about 6000 babies born with Down syndrome in the United States each year.
- Over 95% of parents of children with Down Syndrome report that their child has difficulty being understood by persons outside of their immediate family or social circle. This difficulty tends to persist into adulthood.

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Visual Learners
Students with DS are visual learners.  Teachers need to use methods that involve cues and objects. Teachers should present information visually using smartboards, overhead projectors, or good old fashioned chalkboards.
Using pictures to connect new concepts with old ones is a good strategy.

Use shorter instructions and reminders
Meet students at their level of language. Instruction should also be repeated as necessary and read slowly. Breaking apart assignments in steps may help organization. They may have failed to understand instructions given to the whole class, have forgotten what they have been told, or find it hard to adjust to a new rule or routine. Repetition and organization is key for all students in learning new skills!

Encourage Communication
Children with Down syndrome need to be encouraged to communicate in the classroom.  They might not be able to answer the question fully and completely all of the time.  However, students with Down syndrome need to understand that all communication is valuable. It is important to teach them how to react and respond appropriately in their environment, such as greeting, asking for help, sharing, and taking turns. Positive reinforcement for using manners and following directions is encouraged for all students in a general classroom. A significant thing to remind yourself is that students with Down Syndrome should have the same expectations placed on them as the general student population.

Phonetic Literacy Development
Reading is one of the most important parts of education. It allows children to access and interact with knowledge. This can lead to discovery, use of imagination, and self-empowerment.
Acquiring and applying basic phonic knowledge can be helpful to DS students when they encounter unfamiliar words. Once the student has learned the letters and sounds, the student is taught to blend sounds in order to decode words.
When students find assignments meaningful or interesting, they are more likely to engage with it. This lessons frustration over obstacles and is a form of motivation.

Meaningful Assessment
Teacher-student conferences, observing the student in the classroom, and keeping a portfolio of the student’s progress and work during the school year are better ways to assess students with DS.
Consider making goals along with students to reflect on their progress. This creates a teamwork mentality that replaces "me" with "we."