Our group is focusing on a student named Casey - who has Down syndrome.

To provide
some background information, Casey is in grade two, and enjoys reading - which is why we
decided to focus our strategies on literacy and communication. As of right now, Casey is able to
read environmental print and labels around the classroom. Students with Down syndrome also
benefit from having routines and structure in the classroom, which is our first teaching strategy.
Not only are routines important, but as well as transitions between one subject to another (Alton,
2008). Secondly, we explored the benefits of read alouds in the classroom. And lastly, how
music is a medium in which knowledge can be presented to students with Down syndrome.
Our first strategy focuses on daily routines. We decided to demonstrate this through
daily calendar. With calendar Casey not only builds on classroom community (as it is a whole
class activity), she is able to build on her gross motor skills (when walking up to the calendar and
putting out the information); she is also learning sight words. Using visuals and gestures can also
help Casey's comprehension and vocabulary. All children are likely to begin to learn to read
with some of the words that are very familiar to them and are heard and used throughout daily
routines. Daily Calendar not only falls under the strategy of daily routines, but also allows
students to build on their classroom community. (Cook, R.E., Klein, M.D., & Richardson-Gibbs,
A.M. 2001)
The read aloud is the second strategy we are using to assist Casey with learning new
vocabulary and word recognition. This strategy encourages Casey to actively engage with text
material and to become familiar with farm animal names using visual cues such as pictures. She
also has the opportunity to use memory and communication skills in this process. Listeners build
comprehension skills through discussion during and after reading and reading aloud also
provides a vocabulary foundation by hearing words in context. Listeners improve their memory
and language skills as they hear a variety of writing styles and paraphrase their
understanding. Listeners gain information about the world around them. Listeners develop
individual interests in a broad variety of subjects and they develop imagination and creativity.
(Down Syndrome Education International 2007-2009)

The third strategy demonstrates how music can be used as a vehicle to help Casey with
word recognition (learning farm animal names), and learning the letters in her name. Using the
song after the story of "Old McDonald", Casey will have the opportunity to practice what she
learned during the read aloud. Additionally, the repetition and rhyming through music will also
assist Casey with memory work, linguistics, and as well as communication (Barker, J. 1999).
Using a song to the tune of "Bingo" and magnetic letters, Casey will not only learn the letters in
her name, but she will also have a new song to look back on to help her remember the letters in
her name. Equally important, is the way that these types of strategies include Casey in the
classroom community and create exciting learning experiences for her to learn both academically
and socially.

To conclude, as a teacher, you would always want to make sure your lessons are
engaging, which of course should ring true for students with Down syndrome as well. A
students’ strengths should be taken into consideration when planning a lesson. Students with
Down syndrome also benefit from having routines and structure in the classroom. Not only are
routines important, but as well as transitions between one subject to another. Respect for one
another in the classroom should continually be emphasized to the students, demonstrating that
everyone is equal regardless of everyone’s strengths and weaknesses. Read alouds are a great
way to exemplify equality in the classroom. When the teacher is reading to their students,
everyone feels welcome, and they are benefiting from the read aloud at their own levels. Lastly,
the fact that music is calming and comforting, it allows itself to be a vehicle for students like
Casey to learn in a pleasurable manner.
Resources
Al Otaiba, S. (2004). Providing Effective Literacy Instruction to Students With Down Syndrome,
Teaching Exceptional Children, 36(4), p. 28-35. - This article was about a case study done
between two middle school students with Down syndrome teaching two early years students with
Down syndrome how to read. It described the connection between the readers and the literature
chosen, and how it affected the success of the reader.
Alton, S., (2008). Including pupils with Down syndrome: primary. Available at:
http://www.downs-syndrome.org.uk/images/stories/DSA-
documents/Publications/education/including_pupils_primary.pdf
Brief overview on how to include students' with Down's syndrome in the primary classroom.
The booklet provides facts on Down's syndrome, the benefits of including students with Down's
syndrome within the classroom as well as strategies for factors which inhibit learning.

Barker, J. (1999). Singing and music as aids to language development, and its relevance for
children with down syndrome. Down Syndrome News and Update, 1(3), Available at
www.down-syndrome.org/practice/147/
This author is a music teacher and mother of a 13 year old with Down Syndrome offers many
ideas for songs to sing. She writes about the many benefits that music has, especially the
repetition which helps learning words, speech, and phrases in a much more enjoyable way than
just speaking the words.

Chicoine, B., & McGuire, D. (2006). Mental wellness in adults with Down syndrome.
Woodbine House.
This guide describes the characteristics of Down syndrome as well as detailed observations
through case studies of people with Down syndrome. It also provides insights on how patients,
caregivers and those with Down syndrome can work together to foster mental wellness. The
authors also include how environmental factors, social activity and physical health may affect
behavior and mental well-being.

Colman, K. C. (1997-2004). Information avenue archives Music therapy for the child with
special needs. Retrieved from http://www.specialchild.com/archives/ia-005.html
This site explains the many benefits of music therapy but it also includes a checklist for parents
and educators to determine if their child/student would benefit from incorporating music into
their learning. It also has some amazing success stories of children who have benefited from
learning through music.

Cook, R.E., Klein, M.D., & Richardson-Gibbs, A.M. (2001). Strategies for including
children with special needs in early childhood settings. New York: Delmar Cengage Learning.
This book provides information and strategies for working with children who have special
needs, such as: cerebral palsy, Down syndrome, autism, visual impairment and behavior
disorders. The strategies included are for daily routines as well as success for special needs
students.
Down Syndrome Education International (2007-2009). Teaching reading skills to children with
Down syndrome. Retrieved from http://www.up-for-reading.org/down-syndrome/reading/) – This
site talks about the benefits of reading instruction, principles for learning, activities and resources
for student's with Down Syndrome.
Fergus, K. (2009). Symptoms of down syndrome. Retrieved from:
http://downsyndrome.about.com/od/downsyndromebasics/a/symptomsess_ro_2.htm
This website provides information on symptoms of Down syndrome, such as: characteristics and
treatments, the affects of Down syndrome, mental retardation, learning potential, medical
problems, hearing and vision, and personality, behavior and psychological conditions.
Kasari, C. (1999) Parental Perspectives on Inclusion: Effects of Autism and Down Syndrome,
Journal of Autism & Developmental Disorders, 29(4), p297-306. – This article demonstrated that
although parents want to have their children who are diagnosed with Down Syndrome to be
included in the mainstream classroom, it does not ignore the fact that extra support is also ideal.
With this being said, it is important that students are integrated and made to feel welcome in the
classroom.
Lorenz, S. (2006). Access to education - experience of early years provision. Available
at: http://www.downs-syndrome.org.uk/images/stories/DSA-
documents/Publications/education/access_to_education_early_years.pdf
An Early Years information sheet that provides informational facts on Down syndrome as well
as point form strategies to help students with Down syndrome.

UK Down Syndrome Education Consortium. (2002). Education support pack for

schools - mainstream: primary & secondary. Available at: http://www.downs-
syndrome.org.uk/images/stories/DSA-
documents/Publications/education/education_support_pack_mainstream.pdf
This support package contains information several different strategies for students with Down's
Syndrome in which teachers can incorporate within their classroom. The package includes
information on: inclusion, language skills, differentiating the curriculum and many
more.

UK Down's Syndrome Education Consortium, DSA and DS Scotland. (2006). Including

pupils with down's syndrome: early years. Available at: http://www.downs-
syndrome.org.uk/images/stories/DSA-
documents/Publications/education/including_pupils_early_years.pdf
Brief overview on how to include students' with Down's syndrome in the primary classroom.
The booklet provides facts on Down's syndrome, the benefits of including students with Down's
syndrome within the classroom as well as strategies for factors which inhibit learning.