What Are Some Behavioral Challenges Typical In Persons with Down Syndrome?

The behavioral challenges seen in children with Down syndrome are usually not all that different from those seen in typically developing children. However, they may occur at a later age and last somewhat longer. For example, temper tantrums are typically common in 2-3 year olds, but for a child with Down syndrome, they may begin at 3-4.

When evaluating behavior in a child or adult with Down syndrome it is important to look at the behavior in the context of the individual’s developmental age, not only his or her chronological age. It is also important to know the individual’s receptive and expressive language skill levels, because many behavior problems are related to frustration with communication. Many times, behavior issues can be addressed by finding ways to help the person with Down syndrome communicate more effectively.

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5 Reasons Why Presuming Competence is ALWAYS a Good Idea

This is an article that Kim, PRN Training & Evaluations Specialist, gives to everyone who works with her son, Hayden.

I think all teachers have had students who led them to that “ah-ha” experience that helped them realize why they got into teaching in the first place. The students were eager, curious, funny, stubborn, persistent, or just plain nice kids. It happened for me back in 1992. I was doing some school reform and inclusive education work with a newly built high school in southern New Hampshire. On my first day at the school, I met two incoming 9th graders, both of whom had pretty significant disabilities. Let’s call them John and Rob.

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How do you grade for a student with severe cognitive disabilities who is receiving services in the general education setting?

Considerations for grading students with severe cognitive disabilities are the same as for all students with disabilities.  The focus of IDEA 2004 is to provide all students access to general curriculum. Students should earn grades based on activities for which they are accessing the standards, not based on progress toward goals and objectives. The expectations for what these students should achieve in the grade-level content may be different from what is required in grade-level achievement standards due to needed modifications; however, the essence of the content at grade level should not change.

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¿Cómo se califica a un estudiante con discapacidades cognitivas severas que recibe servicios en el entorno de educación general?

Las consideraciones para calificar (asignar notas) a los estudiantes con discapacidades cognitivas severas son las mismas que para todos los estudiantes con discapacidades. El enfoque de IDEA 2004 es el de proporcionar a todos los estudiantes acceso al currículo general. Los estudiantes deben obtener calificaciones basadas en las actividades para las que están accediendo a los estándares, no en base al progreso hacia las metas y los objetivos. Las expectativas de lo que estos estudiantes deben lograr con respecto al contenido del grado pueden ser diferentes de las que se requiere en los estándares de logro del grado escolar debido a las modificaciones necesarias; sin embargo, la esencia del contenido a nivel de grado no debe cambiar.

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