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... Hyptonia), need additional help in developing their motor skills thus they benefit from a wide variety of materials such as specially made spring loaded scissors, extra thick paper, chunky pencils and large knob set puzzles, also they benefit from a wide range of multi-sensory activities such as building blocks which encourage hand and eye co-ordination (Alton, 1998). In addition to this, developing self-help skills is important, in order to prepare a Downs Syndrome child as much as possible for the demands of school life, especially as other children may mother them. Thus, they may need additional help in areas such as toilet training, dressing, and feeding / drinking independently.
Skills such as these should be targeted through a small steps approach. Also, it is important that, there is liaison between pre-school and the home which is equally important, in order to maximise consistency. Although most children with Downs Syndrome have some degree of speech and language impairment, most will start to speak at about 2 3 years old. However, the vast majority manage to communicate extremely well from an early age with very little or no use of spoken language.
These language-learning difficulties tend to result in a smaller vocabulary and less general knowledge, delaying other cognitive development. Downs Syndrome children are not able to use language for thinking, reasoning and retaining information to the same extent as most 5 year olds. In order to encourage and develop their speech, it is vital that every opportunity is given to aid communication and understanding. By teaching children with Downs Syndrome, to use signs and gestures is an immense aid to their understanding and their ability to communicate. At first, signs and speech are used together, as the child begins to understand the word and linking sign that is used to illustrate the word, then the sign is dropped or taken away. Often this occurs by the age of 5 years old (Alton, 1998), Another factor to consider is that many children with Downs Syndrome suffer with some degree of hearing loss even if it is only a fluctuating one.
This will also affect the development of their speech to a certain extent (Alton, 1998). CASE STUDY The following is a case study of a 7 -year-old boy and for the purposes of this study, shall be called Sam. Sam is a child who suffers from Downs Syndrome. After a difficult pregnancy, Sam was born with Downs Syndrome at 38 weeks.
It was a normal birth, following which he was transferred to intensive care for 7 days. Sam had a very difficult post-natal period due to the fact that a congenital cardiac defect was detected. Sam had what is commonly known as (in medical circles), ASVD Atrioventricular Skeptical Defect or hole in the heart. There are two types of this condition, Complete ASVD and Partial ASVD.
It was found that Sam was suffering from the partial form of ASVD. In the partial form, it is found that there is a hole between the two receiving chambers and an abnormal valve between the ventricles. In the Complete form of the condition, this hole extends into the wall between the two pump chambers and there is one single valve between the atria and the two ventricles. The hole allows excess blood to pass from the left side to the right side of the heart. If the valve leaks, this increases the work of the heart by allowing blood to be pumped backwards into the receiving chambers as well as forwards into the arteries (Reese, 1992). However, in the partial form of the condition, a child may be free from symptoms, unless the valve leaks significantly.
In the complete form symptoms may include breathlessness, difficulties in feeding / drinking and poor weight gain in the first few months of life. It is the most common of congenital defects in Downs Syndrome sufferers (Alton, 1998). Repair of the partial form involves patching the hole between the two receiving chambers and repairing the valve if it leaks. In the complete form, the larger hole again is closed and the single valve is divided into two halves, the middle portions of the valves are attached to the patch. This is a major operation and needs to be conducted early in life before damage to the lungs occurs.
For example, in some children, a condition occurs and it narrows the lung artery. To prevent this a banding (a surgical procedure) can be planned in the first instance to protect the lungs from damage, thus enabling the child to grow (Reese, 1992). However, long term follow up care is required. Too much protein in the blood, which can be attributed to the chromosome defect in Downs Syndromes, causes the heart defect.
However, this can occur in any newborn child with or without Downs Syndrome. About 50 % of babies born with Downs Syndrome, are born with this congenital defect (Reese, 1992). Sam had open-heart surgery at 4 months and grew from strength to strength. Also, Sam was delayed in his development, compared to other children of his age. This led to Sam receiving and attending skill development sessions. Where he was popular with both staff and with other children who attended the sessions.
At the age of 3 years old Sam was a very bubbly, adventurous and confident boy. Who were competent at most physical activities and tasks? He always liked to be busy and could walk, climb stairs, ride a bike and he loved running and playing. Sam wears spectacles, which is quite common amongst other children with Downs Syndrome. Although Sam appears to be a healthy young boy, his chest is quite troublesome in the winter months. Sam tries very hard at his everyday tasks and has learned to wash himself, brush his teeth and comb his hair.
He can dress and also undress himself, but sometimes finds it difficult due to co-ordination. Sam is toilet trained and can eat with a knife and fork. It is important to point out that, although these tasks are expected to be in use by the time a child is about 3 - 4 years old, due to learning difficulties in Downs Syndrome, Sam has achieved theses tasks by the age of 6 years old which is considered to be above average in these circumstances. Sam has a pleasant and outgoing nature and mixes well with his peers. However, he does need firm discipline as he is quite strong willed and he can be quite stubborn at times. He also has a good use of language, although sometimes he gets frustrated at his own lack of fluent speech.
Sams parents treat him as an ordinary little boy. Before Sam was born they were made aware that Sam would suffer from Downs Syndrome and would face difficulties in life. But they decide that they were prepared to give him the love, support and care he needed. Sam has an older sister who is 10 years old and as often the case does not suffer from Downs syndrome, her brother also loves her dearly. At the age of 4 years old, Sam attended a normal local education authority (LEA) nursery school. He mixed well with his peers.
During his nursery school placement, Sam enjoyed communicating with both adults and his peers. He was able to take turns in activities with other children, and follow the classroom routine. Sams play skills continued to develop. His listening and attention skills also developed so he could sit and listen well at story time. He also enjoyed therapy sessions, provided that the activities were changed frequently.
Sam could follow instructions with in the class. At this time was receiving speech therapy sessions. The recommended approaches for Sam was that, Sam could attend mainstream school, have support from a key worker on a daily basis to carryout language programmes and to ensure that Sam had access to all areas of the curriculum. Also, support from a speech and language therapist, to develop programmes to encourage Sams communication skills. However, when it was time for Sam to start primary school, the problems began for Sams parents.
Although a mainstream school was prepared to take Sam, the LEA was not prepared to meet his needs. It was suggested that there was no carer to look after Sam during school hours. Sam had been statemented at the age of 5 years old. This meant that, up to the age of 18 years old, Sams needs were to be met by all agencies. Sam needed speech therapy, regular assessments by educational psychologists and regular meetings with all professionals involved with his care and well-being. Although the LEA met all the requirements of his needs before the age 5 years old, these needs were not guaranteed to be met after the age of 5 years old, if Sam attended a mainstream school.
This disgusted Sams parents and they were not prepared to send their Downs Syndrome son to a mainstream school without the childs needs being met and without the a support key worker to look after him. They were also afraid for Sams safety if he was left alone during school hours without this help, as Sam has no fear of danger. The parents of Sam then disregarded the LEAs recommendation of Sam to attend a mainstream school. As a result of extensive research and exploration of options within the wider educational system. They concluded the best option was to send Sam to a school that did provide the special educational needs that Sam needed. As a result they found a school that they thought would benefit their son, in meeting his needs.
This was a moderate teaching difficulty school which had the learning resources available to educate Sam. It offered smaller class sizes, thus enabling quality time with individuals on a one to one basis which would not be available in mainstream schools. As the school was specialised, they provided specialised tutors who have a flexible and understanding approach to the individual needs that children like Sam need. Sams parents found that if he attended a mainstream school he would not have any of the special resources that were provided at the specialised school they chose, thus they felt that he would be distinguished as being different from other children. So would become isolated and segregated from his peers. Sams parents felt they were fighting for not only his happiness but also his well being.
Thus after some considerable thought they decide to apply to the LEA for a placement at the school in question. In deciding whether Sam was eligible to attend a special-needs school, Sam had to go through assessments by many professionals. This resulted in Sam getting the all clear to apply to the school of his parents choice. However, this was not as easy as first hoped. Sam was refused a place at the school, as the authorities claimed that Sam was not in the catchments area for the school.
On seeking the advice of a solicitor, they decided to take the matter further. A special educational needs tribunal then resulted. This action cost Sams parents a great deal of money. They felt they were getting nowhere with the action. The authorities then claimed that there was a waiting list for the school they had chosen and that they could not guarantee a place for Sam. Another set back for the family, was that the LEA had not completed the statement of special needs.
Sams parents felt they were fighting a loosing battle! The month was June and Sam was supposed to start attending full time school in the September, yet there was no place agreed upon as to where to send Sam. His parents felt they were not being represented properly by their solicitor thus, they decide to change their solicitor. After a great deal of correspondence between solicitors and the LEA, a firm offer of a place was offered at the chosen school. This came as a great relief to Sams parents as they then knew that, the needs of their son would finally be met. Sam started school in the September of 1998.
He continues to respond well and has learnt a wide range of vocabulary, which he has, began to use in the right context. He has also learnt to read and write quite well. Sam also responds well to oral approach to numeracy. He enjoys joining in number rhymes and can match colours together.
Sam is now at the exploratory and observational stage in his life. He also uses his senses for investigation. He has simple prediction skills and can explain that some animals have fur, hair or scales. Sam demonstrates a natural love of animals and can name most of their body parts. Sam also enjoys painting, gluing and using scissors. He is now also able to use a computer with adult supervision.
His tracking skills are becoming quite good also, although he does tend to go astray if he is sent on a message in school alone. Sam is now happy and settled in both his school and home life. He has built up good relationships with both staff and children in school and also his family members. He can now play collabouratly and independently.
Sam has always shown a keen sense of personal hygiene. He has also won awards and certificates for his manners and his consistency to be courteous at all times. Sam is a very popular little boy and fun to be with. Although Sam can be sometimes stubborn and if chastised, can react in a negative way, his enthusiasm for new and exciting situations and experiences is very refreshing. EVALUATION Although there is extensive research to find out why Downs Syndrome occurs, there are no definite answers as to who will become a sufferer. However, great advances in medical technology can now offer choices that (until the last 25 years have been unethical and immoral), have never before been available.
Perhaps more research needs to be conducted in respect of how Downs Syndrome can be combated. Yet this stirs up more moral and ethical arguments around the world such as who has the right to play god and also not to look at whether it can be done, but should it be done? However, each year it is evident that more and more young adults with Downs Syndrome are beginning to live independent lives, gaining more qualifications and experiences. It is also evident that, creating and providing better and more appropriate opportunities for the disabled in early life, they can understand the world around them. Thus, they can learn and progress to their full potential.
This could be seen as a first step for true inclusion into the community and be the full contributing members of society, which any person disabled or otherwise long for. CONCLUSION As with many conditions such as Downs Syndrome, it is evident that there is a stigma attached. However, more special support and specialised teachers and tutors in local authority education facilities can rectify this. So that in the future, children can become more aware that there are people in our society that need special care and attention.
Also to be made aware that, although there is a need for these special carers and their care and should not be seen as pity as so often is the case, which isolates many of the less able and disabled members of the society in which we live. This important factor in the development of fully inclusive education for all types of people such as Downs Syndrome, is one of a shift in attitudes towards the recognition that all people, be it able or non-able bodied need to learn differently thus have the same right to education and information as their peers. By putting these nave statements in to context, it is meant that essentially this is the social model of disability. In simple terms, this means that it is the environment (both physically and society's attitudes), which are the problems and not the condition that leads to physical mental impairments. With this model, the emphasis is on overcoming the negative environments so that a person with different needs, qualities and attributes can feel included in that community. As the human race goes forward into the new millennium, is not time that we pick up those less able and carry them with us, instead of leaving them behind hoping the problem may go away?
BIBLIOGRAPHY Carr. J. (1995): Downs Syndrome: Children Growing Up. London: Cambridge University Press. Cassell. S. (1996): New Approaches To Downs Syndrome. London: Brian Stratford & Pat Gunn.
Cunningham. C. (1996): Downs Syndrome: An Introduction For Parents. London: Souvenir Press. Rees. P. (1992): Heart Children. Surrey: Heart Line Association.
Selikowitz. M. (1997): Downs Syndrome: The Facts. London: Oxford University Press. web web The Name And Address Of Sam And His Parents Supplied If Necessary. Names Have Been Changed Due To Request Of Legal Representation.
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Research essay sample on Speech And Language Downs Syndrome
