Down syndrome skills development

center
Graduation project’s research
By: Merna Mahmoud Shehata
Presented to:

Dr/ Amr EL Gohary Dr/ Randa Hassan

Regional entrance

Africa Egypt

Project’s land Sohag

 Project’s land
Quraman island

Quraman Island is one of the Nile islands belonging to the Sohag Governorate in Upper Egypt. Quraman is an uninhabited island.
It is one of the most neglected areas in Upper Egypt for decades, as the island, like most of the Nile islands in Egypt, lacks the simplest
basic necessities of life, which has alienated the people of Sohag from its reconstruction. It has become like deserted islands, despite it
being otherwise. The island contains some government institutions and the employees of these institutions visit it daily. Also, some people
and traders use it as a natural pasture for cattle and sheep. Unfortunately, contraband smugglers and outlaws use it as a hideout away from
the eyes of the security services that have neglected the island for years. The sandy nature of the soil and the spread of forests and dense
weeds seem to have not encouraged officials to seek to develop this space They left it suffering without clean drinking water, proper sewage
and electricity networks, and, of course, without legal oversight and the control of the security services.
 Environmental analysis

Topographic map of the project’s land

We notice that the level and height of the

project land is very suitable to build on it.
 Climate in sohag
Summer in Sohag is long, hot, dry and clear,
and winter is short, cold, dry and mostly
The
clear.hot season lasts for 4.8 months, from May
to September, with an average daily
temperature above 35°C.
Sun path:
This graph shows the sun path in sohag.

Solar photovoltaics:
This graph shows the total solar energy from daily
occurring short waves that reach the Earth's surface
over a wide area, taking into account seasonal
changes in day length, the height of the Sun above
the horizon, and the absorption of clouds and other
atmosphere.
Wind :
The prevailing winds in Sohag come from
the north throughout the year.

Average wind speed:

This graph shows the wind speed in sohag
throughout the whole year.
Down
syndrome
skills
development
center
Project’s Concept
Down syndrome genetics
Types of down syndrome

There are three types of Down syndrome:

1) risomy 21
This is the most common form of Down syndrome and accounts for 95% of cases. It is
usually caused by an error in cell division called “nondisjunction.” Nondisjunction results in
an embryo with three copies of chromosome 21 instead of the usual two. Before or at
conception, a pair of 21st chromosomes in either the sperm or the egg fails to separate. As
the embryo develops, the extra chromosome is replicated in every cell of the body.

2) Mosaicism
Mosaicism is the least common form of Down syndrome and accounts for only about 1% of
all cases of Down syndrome. It is diagnosed when there is a mixture of two types of cells,
some containing the usual 46 chromosomes and some containing 47. Those cells with 47
chromosomes contain an extra chromosome 21. People with mosaic Down syndrome tend
to have fewer symptoms than those with trisomy 21.

3) Translocation
In translocation, which accounts for about 4% of cases of Down syndrome, the total number
of chromosomes in the cells remains 46; however, an additional full partial copy of
chromosome 21 attaches to another chromosome, usually chromosome 14. The presence of
the extra full or partial chromosome 21 causes the characteristics of Down syndrome.
Mental social development delays may mean that the child could have;
💠 Impressive behavior
💠 Poor judgment
💠 Short attention span
💠 Slow learning capabilities

There’s a wide variety of support and educational programs that can help both
people with the condition and their families.

In these programs, physiotherapists, specialist teachers will help to learn sensory

skills, social skills, self-help skills, motor skills, and language and cognitive abilities. A
stimulating home environment and good health care and positive support from
family, friends, and the community enable people with Down syndrome to lead
fulfilling and productive lives.

🔴 Importance of early intervention

The first years of life are a critical time in a child’s development. Children with Down
syndrome typically face delays in certain areas of development, so early intervention
is highly recommended. It can begin anytime after birth, but the sooner it starts, the
better. Early intervention is a systematic program of therapy, exercises, and activities
designed to address developmental delays that may be experienced by children with
Down syndrome or other disabilities. The most common early intervention services
for babies with Down syndrome are physical therapy, speech and language therapy,
and occupational therapy.
 Project program pool

Entertainment Gym
zone

1. Cafeteria. Speech Computers

hall lab
2. Skills development area.
3. Conference Hall.
4. Management zone. Residential skill
5. Reception. zone development Cafeteria
6. Multipurpose hall. area

7. Speech and pronunciation therapy.

8. Swimming pool
9. Gym library Management
10. Residential area
11. Leisure activities area
Reception
12. library
Conference Multi-
purpose
hall
hall
lobby

parking Entrance parking

Language development for children with Down syndrome
Children with Down syndrome develop more slowly than typically developing children, and language skills are an area of particular difficulty. In
addition, some aspects of speech and language development are more delayed than others. This pattern is sometimes referred to as a profile
of relative strengths and weaknesses.
Spoken language is delayed relative to cognitive development - Most children with Down syndrome develop spoken language skills more
slowly than their non-verbal mental abilities. They have therefore been described as having a specific speech and language delay.
•Good early communication skills - Most children with Down syndrome are eager to communicate and their early non-verbal communication
skills are good. These include making eye-contact, taking turns in babble games, developing joint attention, and using gestures. Children with
Down syndrome tend to use early gestures effectively, and continue to use them for longer than typically developing children.
•Strength in learning vocabulary - Children with Down syndrome will often learn to understand what early words mean (comprehension) at a
rate that might be expected for their level of non-verbal understanding (cognition). However, they are usually slower to learn to say the words
(production). Over time, they steadily learn the meanings of a useful range of vocabulary but production continues to develop more slowly
than comprehension. Usually, children with Down syndrome understand more than they can say.
•Weakness in learning grammar - Learning to understand and use grammar is an area of greater difficulty for most children with Down
syndrome - developing more slowly than vocabulary. Many children make themselves understood by putting key words together without all of
the appropriate grammar - for example, "me go school bus", rather then "I go to school on the bus". However, studies suggest that, while
development is slower, young people with Down syndrome can continue to learn grammar and sentence structures through the teenage
years.
•Difficulties speaking clearly - Children with Down syndrome typically babble like other children. However, they do not move on to attempt to
say words but tend to use more gestures for longer than other children with a similar level of understanding. This may be because children
with Down syndrome find speech production and saying words more difficult.
•Wide range of individual differences - Studies of vocabulary development suggest that children progress at different rates, with some
children with Down syndrome saying less than 50 words at 3 years and others over 300 words (though this variation is also true of younger
typically developing children at the same cognitive level).
•Same developmental order and pattern - Studies indicate that children with Down syndrome develop spoken language skills and learn
vocabulary and grammar in the same order as other children. Similarly, studies have found the same links between spoken vocabulary size,
combining words and developing grammar for children with Down syndrome as other children.
Familiar project