Down's Syndrome

About Down's Syndrome

Down's syndrome is a genetic condition caused by the presence of an extra copy of chromosome 21 (trisomy 21). It is the most common chromosomal condition, occurring in approximately 1 in 1,000 live births in the UK.

Children with Down's syndrome are individuals first. While there are common learning patterns associated with the condition, every child has their own unique personality, strengths and abilities. Many children with Down's syndrome attend mainstream schools successfully with appropriate support. The Down's Syndrome Association (DSA) emphasises the importance of high expectations, quality teaching and targeted interventions.

Strengths and Learning Profile

Common Strengths

Strong visual learning skills; learning well from pictures, diagrams and demonstrations
Good social understanding and empathy
Ability to learn and follow established routines
Enjoyment of music, drama and creative activities
Good imitation and observational learning skills
Long-term visual memory is often a relative strength

Common Learning Challenges

Speech and language development is typically delayed; understanding often exceeds expressive ability
Short-term auditory memory tends to be weaker than visual memory
Fine and gross motor skills may be delayed due to low muscle tone (hypotonia)
Processing time may be longer; the child may need more time to take in and respond to information
Abstract concepts and number work can be challenging
Consolidation of learning may take longer, with more repetition needed
Hearing difficulties (including glue ear) are common and can fluctuate
Visual difficulties may be present, including short-sightedness

Health Considerations

Children with Down's syndrome may have associated health conditions that require an Individual Healthcare Plan. These may include:

Congenital heart conditions (present in approximately 40-50% of children)
Increased susceptibility to respiratory infections
Hearing difficulties, including conductive hearing loss
Visual difficulties
Thyroid conditions
Atlanto-axial instability (a small percentage have increased flexibility at the top of the spine; the child's medical team will advise on any activity restrictions)

Key Point: Always use person-first or positive language. Say "a child with Down's syndrome" rather than "a Down's child" or "Down's sufferer". The condition is named after Dr John Langdon Down, so the apostrophe and capital D are used. Avoid outdated or stigmatising terms.

Classroom and School Strategies

Speech, Language and Communication

Use clear, simple language with short sentences
Support verbal instructions with visual cues (pictures, symbols, gestures, signing such as Makaton)
Allow extra processing time before expecting a response
Check hearing regularly; seat the pupil where they can hear clearly
Liaise with the speech and language therapist to implement communication targets
Value all attempts at communication
Model correct speech rather than correcting directly

Literacy

Teach reading using a structured, visual approach; many children with Down's syndrome learn to read well
Use whole-word recognition alongside phonics, as visual learning is typically a strength
Provide texts with clear fonts, good spacing and supportive illustrations
Use reading to support and develop spoken language
For writing, consider adapted pencil grips, lined paper and alternatives such as word banks or technology