Down Syndrome

IDEA Definition

Down Syndrome is categorized under Intellectual Disability within IDEA. In IDEA a intellectual disability is defined as follows, a Intellectual disability means significantly subaverage general intellectual functioning, existing concurrently with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance. The term “intellectual disability” was formerly termed “mental retardation.”

INCLUSIVE EDUCATION/ PHYSICAL EDUCATION CONSIDERATIONS

Characteristic

Deficits in static and dynamic balance. Fundamental motor pattern delays.

Strategy

Utilizing age-appropriate activities with the student. This may vary depending on the students' learning age which is different than their actual age. For example, if a student on paper is 13-years old, but is at the learning age of an 8-year-old the activities should be geared for 8-10 year old to have student success. (Check Positive Action link)
Depending on their grade level utilizing balance exercises such as balance beams or balance boards. If the student is older, creating exercises that work on core/legs to help support their balance. (Check Balancing Exercises link)

Characteristic

Short attention spans.

Strategy

Repeat and review often with student using simple language. In corporation of visual aids, gestures, and repetition can help with this. (Check Visual Aids Link)
Utilize a wide variety of equipment for motivation and engagement. (Check APE Equipment)
Using multi-sensory learning (Check Multi-sensory Learning link)

Characteristic

Greater decline in self-care and cognitive ability (linked with Alzheimer neuropathology).

Strategy

Provide clear directions with direct and consistent guidelines. Do not use open ended directions and try to avoid ask questions. Using tactics such as a ‘First-This; Than-That’. For example, first we are going to dribble the basketball, than we will go for a walk. (Check First/Than link)
Utilize task analysis to break down skills for skills. This can be done either through checklists, task cards, pictures, or verbal directions. (Check Task Analysis link)

Characteristic

Lungs/Associated airways are undeveloped. Congenital heart disease (Atrioventricular canal defects; Federally mandated to have heart defect procedure).

Strategy

Allow for breaks built into activities. For example, if a student is doing a tag activity with a partner or small group, implementing a walk break every 2-minuets could benefit this. This allows the student to still be active, but also gives them a moment to rest. (Check Sensory Break link)

Links & Supports