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.

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."