RIC 006 – GROUP 7
MAUREEN MUKHUTSI 24ZAD109266
LEARNERS WITH DOWN MULWA JOEL KURI 24ZAD109261
SYNDROME VICTOR DIMBA 24ZAD109122
Definition of down syndrome
VERONICA NJOROGE 24ZAD109117
Its causes
Observable features KENNEDY OTIENO 24ZAD109166
Teaching and intervention strategies
FAITH NDEREBA 24ZAD109104
Assessment of these learners
ANNAH MUTIE 24ZAD109137
MUTAMBA MORDEKAI 24ZAD109143
DOWN SYNDROME
• Down syndrome is a genetic
condition caused by the
presence of an extra copy of
chromosome 21, known as
trisomy 21. Individuals with
down syndrome typically have
some level of intellectual
disability and may also
experience certain physical
characteristics and health issues.
Types of down syndrome
• Trisonomy 21.
It is caused by a random error on cell division.
• Translocation Down Syndrome.
It can be inherited if one of the parents carries a translocation of
chromosome 2.
• Mosaic Down Syndrome.
Caused by an extra copy of chromosome 21 in some cells.
Behavioural features
• Intellectual disability i.e the ability to understand and process
information is slow.
• Short term memory.
• Emotional regulation
• Difficulty in sustaining attention and are easily distracted.
How to teach learners with
down syndrome
• Use of visual supports. • Reinforce positive behaviour.
Leverage visual aids heavily. This Celebrate progress and
can include pictures, symbols, achievement, no matter how
charts and graphic organizations. small.
• Use clear and simple language. Impart practical life skills.
Use clear concise language with Integrate activities that promote
short sentences. Supplement your independence in daily tasks such
speech with gestures and facial as dressing, using utensils and
expressions. personal hygiene.
• Individualize approach • Encourage positive peer
Every learner is unique, so tailor interactions.
your approach to the specific Promote inclusive peer
needs and strength of the student interactions to support the social
with down syndrome. development of all students.
• Establish classroom routines • Modifying learning materials.
Establish a structured classroom Adapting learning materials to
routine, it makes this students meet the needs of this learners is
secure and understand what to essential. Use larger fonts and
expect daily. clear visual in printed materials.
Assessment strategies
• Use Multiple Methods • Flexible and Individualized
Assessments
• Use different informal and formal
• To appropriate the achiever’s abilities
assessment measures including or learning style, modify the
observations, portfolio, assessments being provided. This
performance assessments as well might include allowing choices in how
as modified achievement tests. they show their understanding with
This approach ensures a broader regular tests, or oral presentations, or
view of the learner since the even a group project. The ability of
scores take into consideration assessment to be personalized makes
it easy to adapt to differences found in
the exposure and knowledge individuals and enables accurate
gained in other domains. determination of their skills.
• Collaborative Assessments • Communication assessment
• Include teachers for students • It is important to use two-word
with learning disabilities, phrases with big illustrations and
therapists, and psychologists combined with sign actions.
who participate in the Moreover, allow more time for
assessment stage. Families play a the responses in order that the
significant role as well, as the learner be allowed to give
input they provide is an his/her best in terms of response
objective and all-encompassing in order to help in giving a more
evaluation of the learner’s reliable data for the evaluation.
capabilities and requirements.
THANK YOU
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