Welcome
You have probably seen people who have Down syndrome. They have certain physical features, such as a flatter face, upward slanting eyes, and a somewhat larger tongue. They may have medical problems, too, such as heart defects. And they usually have some mental retardation, which means they may have trouble learning. But despite their challenges, kids with Down syndrome can go to regular schools, make friends, enjoy life, and get jobs when they're older.
To understand why Down syndrome happens, you need to understand a little about chromosomes. What's a chromosome? They are thread-like structures within each cell and are made up of genes. Genes provide the information that determines everything about people, from hair color to whether they are girls or boys.
Most people have 23 pairs of chromosomes, for a total of 46. But a baby with Down syndrome has an extra chromosome (47 instead of 46) or one chromosome has an extra part. This extra genetic material causes problems with the way their bodies develop.
Photos from Our Gallery
Children's Health News
Why is periodontal disease more prevalent and more severe in people with down syndrome?
Periodontal disease has been found to be significantly more prevalent and more severe in people with Down syndrome. A series of studies have reported a prevalence of between 58% and 96% for persons younger than 35 years of age. This phenomenon cannot simply be attributed to poor oral hygiene. The etiology of periodontal disease in persons with Down syndrome is complex. In recent years, much focus has been placed on the altered immune response resulting from the underlying genetic disorder. This paper presents an overview of contemporary knowledge on periodontal disease in patients with Down syndrome. (Source: Riverbend Down Syndrome Parent Support Group)
What general educators have to say about successfully including students with down syndrome in their classes
The purpose of this study was to review the instructor and classroom management procedures of those general education teachers involved in the inclusion of children with Down syndrome who have been rated as successful by the children's parents. Using a parent affiliate list provided by the National Down Syndrome Society, 250 questionnaires were mailed to families in the United States. From this group, 195 parents indicated that they thought their children were included successfully, and they then forwarded questionnaires to their children's general education inclusion teachers. Of those, 189 teachers, from kindergarten through 12th grade, returned their questionnaires. According to the reports from the teachers designated by parents as successfully including students with Down syndrome in their classes, praise was the best motivator for the children with Down syndrome and the most effective learning methods were individual and small-group instruction, hands-on activities, and the use of computers for practice and drill. When asked for recommendations to improve the inclusion model, the teachers suggested more planning time to modify assignments and tests, more individual instruction time built into the schedule, and more information on learning characteristics of children with Down syndrome. (Source: Riverbend Down Syndrome Parent Support Group)