SEN: About Down Syndrome
Having an extra chromosome # 21 alters the course of development and causes the characteristics associated with Down syndrome. A few common physical traits of Down syndrome are low muscle tone, small stature, an upward slant to the eyes, and a single deep crease across the center of the palm. Each person with Down syndrome is a unique individual and may possess these characteristics to different degrees, or not at all. According to the Centers for Disease Control and Prevention, 1 in every 775 babies in the United States is born with Down syndrome, making it the most common chromosomal condition. About 5000 babies are born with Down Syndrome in the U.S. each year. In recent years, individuals with Down syndrome have become increasingly integrated into society—within schools, healthcare systems, workforces, and social activities. Individuals have varying degrees of cognitive delays (mostly mild to moderate), and thanks to medical and technological advances, they are living longer than ever before.
In this blog, we will highlight preferred language, what teachers may see, what they can expect, and tips on creating a positive learning environment for these special children.
Best to use this language when referring to Down syndrome and individuals who have Down syndrome:
- People with Down syndrome should be referred to as people first. Instead of a “Down syndrome child,” it should be “a child with Down syndrome.”
- It is preferable to say “Down syndrome” rather than “Down’s syndrome.” Avoid using “Down’s child” or calling it “Down’s.”
- Down syndrome is named for the English physician John Langdon Down, who characterized the condition but did not have it. An apostrophe “s” connotes ownership or possession.
- The National Down Syndrome Society (NDSS) strongly condemns the use of the word “retarded” in any derogatory context. Using this word is hurtful and suggests that people with disabilities are not competent.
- “Intellectual and developmental disability” has replaced “mental retardation” as the appropriate term.
- “Typically developing” or “typical” is preferred over “normal.”
- Down syndrome is a condition or syndrome, not a disease. People “have” Down syndrome; they do not “suffer from” it and are not “afflicted by” it.
Some students with Down syndrome may:
- need to go to the school nurse for medications when necessary
- miss class time due to frequent doctor visits
- have behavior issues
- need visual and auditory accommodations for classroom instruction
- require physical, occupational, and speech therapies
- need extra time and assistance with class work
- require therapeutic staff support in the classroom
What Teachers Can Do:
- Students with Down syndrome have a range of abilities. They can learn and develop new skills throughout their lives but reach goals at a different pace. Remember to focus on the individual and learn firsthand about his or her capabilities and special needs.
- Be aware of any medical concerns associated with Down syndrome that are specific to your student.
- Students with Down syndrome are often enrolled in mainstream education systems and enjoy participating with peers in all kinds of classroom activities. Encourage physical fitness and involvement in all school activities, as well as extracurricular programs.
- Realize that you can make a big difference in your student’s life. Learn the student’s interests so you can create opportunities for success in school.
To learn more:
Down Syndrome Resource Foundation
Like all children, a child with Down Syndrome is an individual with a unique personality and a particular set of skills, challenges, and things that interest or delight them. There’s nothing “cookie-cutter” about them, and like all kids, they have much to teach us and many ways to inspire.
Stacey Kinnamon is one of Bennett’s key Special Education Needs experts who supports relocating families with SEN children. Working either solo or alongside another consultant, she deciphers psycho-educational reports, discusses a child’s needs in depth with a family, and speaks with school personnel to determine if and how well a school can support a child. Depending on a particular situation, she may be supporting a family bound for Toronto or New York or Milan or Ulaanbaatar.
Stacey is one of our many colleagues for whom education consulting is a second career. Following a decade of work as a New York attorney and a six-year assignment in London, she returned to New York where she changed career paths and earned a dual Masters’ degree in General and Special Education from Bank Street Graduate School of Education.
Laura Weinkle is a seasoned consultant who wears many hats at Bennett. A native and resident of South Florida, she is a Global Team Lead (GTL), supporting a team of consultants throughout the US and in Latin America.
As a tireless advocate for her own Special Needs son, Laura is extremely knowledgeable about the world of SEN and currently serves on the Constituency Board for the University of Miami CARD (Center for Autism and Related Disabilities). She is an outstanding resource for families relocating with a SEN child and also provides support and guidance to Bennett’s own team of SEN consultants.
Bennett International Education Consultancy works directly with hundreds of families each year across the globe. We support families by helping them make informed decisions about the best-fit schools for their children; with our guidance, they secure placement in preschools, private day schools, public/state schools, boarding schools, colleges & universities, including schools with particular programs, such as special needs support.
