5 pages/≈1375 words
Spring 2016 UDC: Teahing Children With Down Syndrome (Article Critique Sample)
Teaching Children with Down Syndrome
Teaching Children with Down Syndrome
Down syndrome is a disorder that affects people mentally or physically. It is caused by an error that occurs during non-disjunction in the process of cell division. According to Barta and Salinas (2014), Down syndrome happens when there are three instead of two copies of the number 21 chromosome. The extra chromosome results in a medical diagnosis referred to as Trisomy 21. Consequently, the increased genetic material results in changes in the normal development of the individual’s body and brain. As a result, a person with Down syndrome experiences delayed physical, intellectual and, language development.
Barta and Salinas (2014) state that persons with Down syndrome show similar characteristics to their peers as they grow. There is a great diversity in personality, intelligence, looks, humor, intellect, compassion, compliance, and attitude. Additionally, despite the fact that people with Down Syndrome might show similar characteristics to their peers, they look more alike to their family members than to one another. Barta and Salinas (2014), argue that children with Down syndrome, require the same quality of care, attention, and inclusion in the society that helps any child to grow. Providing them with a quality education in school and home helps children with Down syndrome have an opportunity to develop strong academic and social skills (Barta & Salinas, 2014).
Developing an inclusive education program is central for the accommodation of people with Down syndrome. Barta and Salinas (2014) state that persons with the disorder show varying levels in their capabilities, behavior, and physical development. According to Barta and Salinas (2014), Students with the disorder require activities that are more structured and sequenced. The curriculum should facilitate the provision of small amounts of information presented at a specified time and a decent rewarding system to empower the children (Barta & Salinas, 2014). For instance, the curriculum should promote visual learning where teachers use methods that incorporate diagrams, objects, pictures with spoken descriptions, projection, and posters. Learners with Down syndrome work best in small groups. The teachers should avoid large groups and whole class instructions.
Reading provides students with a means of obtaining information and pressure from literature material. Fundamentally, reading is a means of creating social ties among the learners (Barta & Salinas, 2014). Barta and Salinas (2014) research suggest that reading is a visual activity that promotes the development of language among students with Down syndrome. The ability to read among the individuals upholds their self-esteem and independent performance. Additionally, Barta and Salinas (2014) state that reading promotes the development of functional skills required in various circumstances in the community and employment. Barta and Salinas (2014) encourage teachers to incorporate both practical and functional aspects in the reading curriculum. For instance, students with the disorder learn more slowly than their peers. It is advisable for teachers to expose the students to reading styles that involve, singing, repetitive finger plays, visual and sensory cues, and review and practice learning skills (Barta & Salinas, 2014).
Effective communication in an educational setting is essential to enhance the ability of people with Down syndrome to become contributing members of a classroom and the community. Educators can facilitate this approach by providing motivation and empowering the expectations of students with the syndrome and letting them know that their contributions are important.
Sensory integration involves the use of common sense to organize and interpret...
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