Learning Profile of an Individual with Down Syndrome

Individuals with Down syndrome often learn concepts differently than their peers. They may progress more through teaching strategies that are different from those used in typical educational setups. Their reading, number, speech and language skills, as well as their social development can develop further with strategies that cater to their specific range of sensory, physical and cognitive needs

Understanding How Individuals with Down Syndrome Learn

Individuals with Down syndrome vary in their development, with some facing more significant challenges. About 15-20% of them experience delays and complex needs. However, all share certain developmental characteristics to varying degrees.

Social Strengths and Interaction Skills

Individuals with Down syndrome show remarkable strengths in social understanding and relating to others from an early age. It is crucial to recognize and build on these strengths, especially as early learning happens through social interaction, such as learning to talk. Parents and caregivers can use these social skills to encourage appropriate behavior from infancy through school years.

Differences in Fine Motor and Gross Motor Development

From the first year of life, delays in motor skills can impact various aspects of a child's development, affecting cognitive, social, and physical abilities. Involving physical and occupational therapists early on, especially for feeding and oral motor development, is essential.

Speech and Language Delays

Speech and language delays are common, but it's not just about cognitive delays. Early intervention by speech therapists and use of sign language can greatly support communication, academic progress, and socialization.

Challenges in Developing Clear Speech Production

Clear speech can be a challenge, potentially lasting into adulthood. Early intervention is crucial for achieving clear speech. It is important to note that while individuals with Down syndrome have difficulty in enunciating or speaking clearly, it does not necessarily reflect their level of knowledge. For non-verbal students or those with limited speech, there are multiple ways of carrying out assessments such as flashcards and assistive technology.

Strength in Visual Short-Term and Weakness in Verbal Short Term and Working Memory

Individuals with Down syndrome have better visual short-term memory but relative weaknesses in verbal short-term and working memory skills. This means they struggle to follow verbal directions and recall information given to them anywhere from a few seconds to a few hours ago. Visual memory is a strength for them which means that individuals retain information better when they are taught with the support of visual cues, as opposed to when they are solely given verbal information or instructions. This also means teachers can use visual aids like signs and pictures to help with communication and learning.

Executive Functions

Studies emphasize the importance of addressing memory, attention, and other cognitive functions in the classroom. Cultivating attention from early years is crucial. This can be done through engaging activities such as reading stories and discussing them with the individual, practicing turn-taking, using the individual’s name before giving an instruction, incorporating activities that the individual is interested in such as listening to music and using the help of visual prompts and gestures and simple phrases to help the individual stay attentive.

Challenges in Consolidating and Generalizing Learning

Regular reinforcements and practice are essential for making sure new information moves to long-term memory. Teaching how to apply what individuals have learned to new situations is crucial. This can be done by encouraging individuals to apply their knowledge in different situations. The more that individuals practice new concepts, the more likely it is for them to retain any new knowledge they learn because their working memory needs consistent support and repetition of concepts.

Strengths in Reading

Individuals with Down syndrome often excel in reading. A reading-based approach can enhance spoken language skills. This means that they can progress in spoken language through ‘language through reading’, which helps them visualize language through seeing the text. They often learn sight words before phonics. Their reading comprehension skills need consistent support from the start of the academic career, because it is already impacted by their delay in language and working memory.

Challenges Understanding Numbers and Calculation

Numbers can be tricky for individuals with Down syndrome, often lagging behind in understanding. Early focus on basic number skills is important. This can be done through regular recognition, matching and selecting activities for numeracy.

Personality and Motivational Style

In learning situations, individuals with Down syndrome may have a unique motivational style. Tailored teaching approaches are needed to support success and persistence. As they can often be sensitive to failure, it is helpful to give them prompts for the correct response while also teaching them new concepts by balancing errorless learning with encouraging task engagement within their current abilities.

The table below is taken from ‘Down Syndrome: Guidelines for Inclusive Education’ and shows an overview of strengths and challenges in individuals with Down syndrome.