Children with Down syndrome learn to sit, walk, talk, play, toilet train and do most other activities only somewhat later than their peers without down syndrome. Early intervention services, which begin shortly after birth, help children with Down syndrome develop to their full potential. Quality educational programs, along with a stimulating home environment and good medical care enable people with Down syndrome to become contributing members of their families and communities. As the profiles of four mentally handicapped teenagers show, students with severe disabilities can benefit from being included in subject-area classes. To facilitate inclusion, teachers can allow peers to facilitate learning, prime students to be successful participants, give students valued roles, utilize existing expertise, and adapt the curriculum.
Total communication is the simultaneous use of speech and manual signs.
This article presents a literature review regarding language disabilities of children with Down's syndrome and a case study concerning the effectiveness of the use of total communication with an infant with Down's syndrome. Down Syndrome across the Life Span. Researchers Recent experimental research is synthesized to identify distinctive biobehavioral characteristics of Down's Syndrome persons across their lifespan. It is argued that educational and other intervention programs have not demonstrated strong gains having significant durability or generalization. Recommended is an interactionist function- structure model of remediation program design.