down syndrom fact sheet

Running Head: FACT SHEET: DOWN SYNDROME 1 Down syndrome Introduction Down syndrome is a chromosomal disorder whereby the cells of an individual develop an extra copy of chromosome 21. The presence of an additional copy of chromosome leads to the development of three instead of two copies of its genes hence cells lack control in protein production. The disorder is associated with deficiencies in physical development, learning disabilities, facial malformations and susceptibility to other disorders like heart diseases. There is three type of Down s yndrom: - Nondisjunction: it is the most common form of Down Syndrome. Nondisjunction Down Syndrome is a random occurrence, also known as Trisomy 21, and about 95% of people with Down Syndrome have Nondisjunction. And it happens when the cells do not equall y divide all of the genetic information resulting in three copies of the 21st chromosome. - Translocation: which occurs when a part of the 21st chromosome attaches itself to one of the other chromosomes during the cell division process. there is an extra 2 1st chromosome material within the cell. Translocation occurs in 3 -4% of individuals with Down Syndrome. Mosaic: Mosaic Down Syndrome happens after implantation at some point during early cell division. People who have this kind of Down Syndrome have two cell lines, one with the typical number of chromosomes, and one with an extra 21st chromosome. Diagnosis Down syndrome can be diagnosed either prenatally or at birth while health professionals including doctors and nurses have a significant role in this di agnosis. Before a mother gives birth, FACT SHEET: DOWN SYNDROME 2 screening tests, and diagnostic tests could be used for the check -up. Screen tests such as Triple Screen and the Alpha -Fetoprotein Plus are used in measuring specific substances in the mother’s blood providing probabil ity rates for the unborn child having the disorder. Ultrasounds enable the doctor to examine physical signs on the fetus while the accuracy of the probabilities is confirmed through diagnostic tests like chorionic villus sampling (CVS), amniocentesis, and percutaneous umbilical blood sampling (PUBS) to study the baby's chromosomes. Diagnosis of Down syndrome can also be made after birth whereby the doctor identifies different physical traits like muscle hypotonia, flat face, single palm crease, large tongue , abnormal ear shape although the characteristic vary among individuals. A karyotype photo is always used to make a conclusive diagnosis. Impacts of Down syndrome Down syndrome can affect anybody system and their proper functioning. Some of the affected sy stems include cardiovascular, digestive, immune, skeletal and the nervous systems. The cognitive system is profoundly affected by Down syndrome with all individuals with the disorder experiencing cognitive delays and mental retardation at variable rates. C hildren with the disorder experience developmental delays including delays in speech development as well as delayed motor skills hence they learn different activities like sitting, walking, playing later than the normal kids. Other effects due to the disor der include a higher risk of congenital heart defects, thyroid, respiratory and hearing problems seizures and leukemia. Implications for care Medical conditions that could arise within the classroom include sleep apnea, loss of memory, hearing and vision challenges and low speech intelligibility. The natures of children FACT SHEET: DOWN SYNDROME 3 with Down syndrome by being susceptible to other health problems call for improved parenting.

At home, children may display difficulties in feeding, temperament, sleeping and general behavi or. Delays in development could be a source of concern to the parents while bonding with others at home could be a challenge (Buckley, 2002). The Medicaid insurance is currently inclusive for individuals with Down syndrome. Insurance agencies are supposed to cover for continuous screening tests, while the costs for all other associated conditions should be covered by the health plan. Educational implications Children with Down syndrome display learning difficulties that delay the general growth of other dev elopmental abilities. Motor development is a challenge that makes individuals inactive in exploring and responding to the surrounding world. There are delays in the development of spoken language, speech clarity while grammar use and understanding are a ch allenge. The verbal short -term memory of the affected individuals is poor making the process of learning new vocabulary a challenge. Number skills are also affected by the disorder; hence children struggle in mathematics teaching. Children enhance their le arning abilities through the incorporation of visual illustrations with research illustrating that motor skills, language acquisition, and literacy all improve.

Integration of visuals, as well as sign language within the curriculum, will be vital in enhanc ing the effectiveness of the education. The utilization of visuals is the main educational intervention and different types that are used for instance the Picture Exchange System and the sign language.

Inclusive education is essential in supporting and emp owering individuals without discriminating them (Hughes, 2006). FACT SHEET: DOWN SYNDROME 4 Modification to Interventions Early intervention is essential therapy for children with Down syndrome since it will help address deficits like social -communicative skills that are important fo r general development. Teachers must liaise with the parents to know any behavioral changes that could affect learning.

The curriculum should be modified by using simple directions, allowing adequate time for response and giving assignments in small segmen ts. Non -routine activities like field trips and parties must be avoided from the school environment to prevent draining of the students. Due to the variability in signs of Down syndrome among individuals, the IFSP and IEP will be made to suit each one's ne eds. Different systems could be used according to the needs and approval of the parent, for instance, communication boards, sign language or Picture Exchange System (Kumin, 2006). Community Contacts: The Arc of Greater Cleveland: • 2421 Community College Ave. Cleveland, OH 44115 • The Arc of Greater Cleveland can assist families and individuals with problems in educational, residential, and vocational systems. The Up Side of Downs of Northeast Ohio • 4807 Rockside Rd. Independence, OH 44131 • The Up Side of Downs’s mission is to provide support, education, and advocacy for people with Down Syndrome, their families, and communities. Down Syndrome Association of Central Ohio • 510 E. North Broadway Columbus, OH 43214 • The Down Syndrome Association of Central Ohio’s mission is to support families, promote community involvement, and encourage a lifetime of opportunities for people with Down Syndrome. FACT SHEET: DOWN SYNDROME 5 Websites Down Syndrome Education Online - http://www.down -syndrome.org National Institute of Child Health and Human Development - https://www.nichd.nih.gov Down Syndrome Education International - http://www.dseinternational.org/en -us/ E Medicine Health - http://www.emedicinehealth.com/script/main/hp.asp Centers for Disease Control and Prevention - http://www.cdc.gov/ncbddd/birthdefects/DownSyndrome.html National association Down Syndrome http://www.nads.org ––––– ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– References Buckley, S. (2002). Issues for families with children with Down syndrome. Down Syndrome Issues and Information . Hughes, J. (2006). Inclusive education for individuals with Down syndrome. Down Syndrome News and Update , 6(1), 1 -3. Kumin, L. (2006). Speech intelligibility and childhood verbal apraxia in children with Down syndrome. Down Syndrome Research and Practice , 10 (1), 10 -22.