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Understanding Down Syndrome: Definition, Prevalence, and Educational Strategies

Down syndrome, a condition resulting from a chromosomal abnormality (trisomy 21), is the most common form of intellectual disability present at birth. It affects many characteristics, including physical traits such as slanted eyes and short stature, as well as behavioral tendencies like stubbornness and attention issues. With over 400,000 people living with Down syndrome in the U.S. and a prevalence of 1 in 733 births, understanding the educational needs of individuals with Down syndrome is vital. This guide provides essential tips for teaching and supporting students with Down syndrome effectively.

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Understanding Down Syndrome: Definition, Prevalence, and Educational Strategies

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  1. DOWN SYNDROME Tyler Stevenson EDSP 6644 December 1, 2009

  2. DEFINITION OF THE DISABILITY • “ A condition resulting from an abnormality with the twenty-first pair of chromosomes: Most common abnormality is a triplet rather than a pair (sometimes referred to as trisomy 21)” (Hallahan, 586) • Characterized by intellectual disabilities and such physical signs as: • Slanted-appearing eyes • A single palmar crease • Shortness • A tendency toward obesity

  3. PREVALENCE • “Down Syndrome is the most common form of intellectual disability that is present at birth” (Hallahan, 151) • “There are more than 400,000 people living with Down syndrome in the United States.” (www.nds.org) • “One in every 733 babies is born with Down syndrome.” (www.nds.org) • “The incidence of births of children with Down syndrome increases with the age of the mother. But due to higher fertility rates in younger women, 80% of children with Down syndrome are born to women under 35 years of age.” (www.nds.org)

  4. BEHAVIORAL CHARACTERISTICS • “Degree of intellectual disability varies widely among people with DS. Most people fall in the moderate range.” (Hallahan, 152) • IQ’s have gone up in recent years as a result of intense special ed. Programs • “Dementia or mental deterioration occur in more than half of the people with DS over fifty years of age.” (Hallahan, 152)

  5. BEHAVIORAL CHARACTERISTICS CONTINUED • Wandering/Running off • Safety first • Stubborn/Oppositional Behaviors • Lack of understanding or frustration • Attention Problems • Proper teaching strategies to help • Obsessive/Compulsive Behaviors • More common in younger children with DS

  6. EDUCATIONAL CONSIDERATIONS Tips for teaching students with DS: • Have high expectations. • When planning a student’s instructional program, be guided by the student’s individual abilities and needs. • Seat away from windows and doors. • Small group instruction is more beneficial than large group.

  7. EDUCATIONAL CONSIDERATIONS CONTINUED Tips for teaching students with DS: • Model tasks and give students many opportunities to perform them. • Ask students to repeat instructions. • Present only a few stimuli at a time. • Be flexible with attaining educational goals.

  8. BIBLIOGRAPHY • Goodwin, E. (1979). National down syndrome society. Retrieved from http://www.ndss.org • Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Exceptional learner: an introduction to special education. Pearson.

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