Typical Learning Profile of a Child with Down Syndrome
“All people with Down syndrome experience some delay in their development, however, they are not equally delayed in all areas, but have a specific pattern of cognitive and learning difficulties”. Prof. Sue Buckley (Down Syndrome Education International)The following learning characteristics can be considered typical of most children with Down syndrome:
- Visual learning style – visual processing and visual memory skills are a strength
- Reading is usually a relative strength, compared to oral language
- Number can be an area of difficulty
- Social understanding and non-verbal communication a strength
- Movement control (motor skills) can be delayed
- There is a risk of auditory and/or visual impairments
- Specific speech and language delay – receptive language is usually superior to expressive language
- Auditory short-term memory and auditory processing an area of weakness
While children with Down syndrome will present with many of these characteristics, one must remember that it is important to remember that the learning profile of a child with Down syndrome will interact with their own family learning traits, and the quality of the education, care and social interactions they experience during their life.
When planning a programme of work for pupils with Down syndrome, remember that:
- Children with Down syndrome need a visual teaching approach, using concrete and practical materials.
- Some children with Down syndrome can have shorter attention and concentration spans than their typically developing peers. They may be more easily distracted and have difficulty focusing on more than one task at a time. This is related to their difficulties with processing and retaining information presented orally.
- Others may be unable to concentrate if there is a high level of background noise or movement. Where they are supported intensively on a one to one basis, they may become very tired and need regular breaks.
- Staff may need to have readily available additional activities to cater for children with Down syndrome who have a short concentration span. A work station where the child can go if they are finding it difficult to concentrate of a piece of work is a useful idea. Generally, work broken into short sessions with regular breaks works well.
- Where any child has a speech and language impairment, thinking and reasoning skills are affected. As a result, children with Down syndrome can find it more difficult to transfer skills from one situation to another, to make decisions and choices, to grasp abstract concepts and problem solve
- Pupils with Down syndrome generally take longer to learn and to consolidate new skills. They may need greater levels of repetition and opportunities to rehearse and practice new skills and learning.
- Due to their good levels of social awareness and understanding, many children with Down syndrome are sensitive to failure and can be unwilling to work with new tasks or materials, if they perceive that they may be difficult or challenging. Breaking larger tasks down into smaller, more attainable chunks and using lots of praise and motivational strategies may help.
- Research has shown that some pupils with Down syndrome tend to make poor use of acquired skills and in fact have higher levels of ability than they generally exhibit. Keep expectations for the pupil appropriately high, and remember that learning in people with Down syndrome continues throughout the lifespan.