Accommodations
(Down Syndrome, 2014)
Modifications
(Down Syndrome, 2014)
Case Studies
"...M exhibited sound sensitivities and had difficulty focusing if there were other sounds in the environment. She was unable to understand most requests and did not react to them. She showed difficulty in producing rhythmic sound. As a result of being unable to process information, she often engaged in self-talk and avoided group play.
M showed many signs of tactile defensiveness. She was bothered by sand and anything messy, refused to wear hats, and had difficulty with fuzzy clothing, collar tags, and textures. She appeared to seek vestibular input. She liked fast movements, climbing high, and rocking. Overall M showed difficulty in sensory modulation and processing, which was affecting her skills in various areas because of her brain's inability to cope with the information..."
If M was in my classroom, I would consider changing her traditional desk and chair to a exercise ball or rocker chair. This may help her keep focus and give her the ability to rock during instruction time. I would also all M to have "brain break" time in the gym where she could climb or run fast. M may require headphones during quiet work time and also could benefit from the use of graphic organizers to help her organize her thoughts and aid her processing ability. Together M and I could find a texture that feels good to her and cut a small piece and put it under her table or desk to help calm her when irritable. If M feels bothered by a messy classroom or desk, I would provide her baby wipes to have control over tactile defensiveness.
http://www.rmlearning.com/PDF/CS_M_Age7_Downs.pdf
"...Britney is fully included in a regular first grade classroom. She participates in all classroom assignments and activities. Britney is very aware of her surroundings and insists on doing paper and pencil task like her peers. Although these tasks are difficult for her, she gets very upset if she cannot do them. Since fine motor tasks cause her to be frustrated, the team has Britney use an alpha smart computer. Britney will complete the task like the other children and then do the task a second time on her alpha smart.
Britney has a difficult time staying on task for long periods of time. She often becomes frustrated with her assignment and will say no, run around the classroom, throw herself on the floor, or hit the classroom assistant. While the classroom assistant can easily redirect her, the school is concerned about her behaviors in the classroom and how it affects the learning environment for the other students. Britney’s teacher has a difficult time giving her the same assignments as the other students because she knows that it causes her to be frustrated. On the other hand, Britney’s parents have requested that she receives the same activities and work as her peers..."
If Britney was in my classroom, I would provide her with modified assignments that are shorter in length on paper. I would then have her complete the task on her alpha smart computer and would add additional tasks to make the activity the same as her peers. Since Britney gets frustrated easily, I would ask her one way to help her calm down when she feels angry. I would suggest an app on an iPad or a few minute break to help her calm herself down. I would mention to her that it's ok to have these feeling where she might get angry, but it's important to find a way to deal with them in a way that no one gets hurt.
http://www.kipbsmodules.org/Word-PDF-PPT/britneys_story.pdf
- Concrete concepts: Teachers should emphasize teaching concrete concepts rather than abstract ideas. Students with Down Syndrome tend to learn visually and through tactile modes. By using illustrations and visual representations, students with Down Syndrome will develop a better understanding. Be as concrete as possible. When stating verbal directions, also provide visual cues as reminders.
- Use a visual schedule to help students remember what comes next
- Sequential Steps: Students with Down Syndrome may benefit from having tasks broken into smaller, achievable steps. Students with Down Syndrome perform better with step by step instructions as well as positive feedback and encouragement.
- Multi-Sensory Approach: When possible, allow students a multi-sensory approach. When asking a question like, "How many cookies can Evan buy if..." allow students to use actual items to act out the problem.
- Connect scenarios to real life situations
- Allow extra time for completion for a task
- Shorten assignments or tasks
(Down Syndrome, 2014)
Modifications
- Students with Down Syndrome tend to learn in concrete ways, rather than auditory learning. By providing students with graphic organizers during a lesson, it may help them organize their thoughts and may be more effective for learning since it is more hands on.
- Students with Down Syndrome may benefit from dividing big tasks into smaller steps. By breaking a test into smaller portions and reducing the number, it will help students with Down Syndrome.
- Students with Down Syndrome benefit from receiving immediate feedback and reinforcement. By going through a task, test, or activity immediately after completion, this will benefit their learning.
(Down Syndrome, 2014)
Case Studies
"...M exhibited sound sensitivities and had difficulty focusing if there were other sounds in the environment. She was unable to understand most requests and did not react to them. She showed difficulty in producing rhythmic sound. As a result of being unable to process information, she often engaged in self-talk and avoided group play.
M showed many signs of tactile defensiveness. She was bothered by sand and anything messy, refused to wear hats, and had difficulty with fuzzy clothing, collar tags, and textures. She appeared to seek vestibular input. She liked fast movements, climbing high, and rocking. Overall M showed difficulty in sensory modulation and processing, which was affecting her skills in various areas because of her brain's inability to cope with the information..."
If M was in my classroom, I would consider changing her traditional desk and chair to a exercise ball or rocker chair. This may help her keep focus and give her the ability to rock during instruction time. I would also all M to have "brain break" time in the gym where she could climb or run fast. M may require headphones during quiet work time and also could benefit from the use of graphic organizers to help her organize her thoughts and aid her processing ability. Together M and I could find a texture that feels good to her and cut a small piece and put it under her table or desk to help calm her when irritable. If M feels bothered by a messy classroom or desk, I would provide her baby wipes to have control over tactile defensiveness.
http://www.rmlearning.com/PDF/CS_M_Age7_Downs.pdf
"...Britney is fully included in a regular first grade classroom. She participates in all classroom assignments and activities. Britney is very aware of her surroundings and insists on doing paper and pencil task like her peers. Although these tasks are difficult for her, she gets very upset if she cannot do them. Since fine motor tasks cause her to be frustrated, the team has Britney use an alpha smart computer. Britney will complete the task like the other children and then do the task a second time on her alpha smart.
Britney has a difficult time staying on task for long periods of time. She often becomes frustrated with her assignment and will say no, run around the classroom, throw herself on the floor, or hit the classroom assistant. While the classroom assistant can easily redirect her, the school is concerned about her behaviors in the classroom and how it affects the learning environment for the other students. Britney’s teacher has a difficult time giving her the same assignments as the other students because she knows that it causes her to be frustrated. On the other hand, Britney’s parents have requested that she receives the same activities and work as her peers..."
If Britney was in my classroom, I would provide her with modified assignments that are shorter in length on paper. I would then have her complete the task on her alpha smart computer and would add additional tasks to make the activity the same as her peers. Since Britney gets frustrated easily, I would ask her one way to help her calm down when she feels angry. I would suggest an app on an iPad or a few minute break to help her calm herself down. I would mention to her that it's ok to have these feeling where she might get angry, but it's important to find a way to deal with them in a way that no one gets hurt.
http://www.kipbsmodules.org/Word-PDF-PPT/britneys_story.pdf