ABOUT CHILDREN WITH DOWN SYNDROME.

INTRODUCTION

The full development of the child as an inalienable human right and one of the most important tasks of education at the present stage requires the search for the most effective ways to achieve this goal. The protection of human rights, to the protection and promotion of health, to free development in accordance with individual capabilities is becoming a sphere of activity in which the interests of various specialists are closely intertwined: various social institutions, society as a whole.

Social support for a child with Down syndrome is a whole range of problems related to his survival, treatment, education, social adaptation and integration into society.

In domestic medical, pedagogical and psychological science, for many years, the position of the hopelessness of this diagnosis for the further development of the personality has been approved. It was believed that a person with Down syndrome is not trainable, and attempts to treat this "genetic disease" were doomed to failure in advance. The state policy, recognizing the value of a person according to his ability to work for the good of society, contributed to the fact that people of this category were attributed to the "inferior minority", outcasts, outcasts. Therefore, the main concern of the state was to isolate them from society, placing them in a system of closed-type institutions, where only basic care and treatment were carried out as needed. Programs of psychological, pedagogical and social and household rehabilitation of people with Down syndrome have not been developed. It was generally accepted that neonatologists they had to convince the parents while still in the maternity hospital to abandon the child, motivating this with the futility of any kind of assistance to such children. As a result, most children with Down syndrome, as soon as they were born, became orphans with living parents. The number of social orphans with developmental disabilities, increasing from year to year, increased so much that a significant number of special closed-type institutions for isolating these children from society were overcrowded.

Such a state approach to solving the problems of "special" children with non-observance of the rights of the child, the absence in the country of laws on the civil rights of persons with disabilities and on special education, led to a crisis situation both at the level of preschool and school education of children, vocational training and social and labor rehabilitation of adults with Down syndrome, so at the level of training to work with this category of the population of Russia.

Attempts to change the current situation on the part of state and government structures in recent years of socio-political transformations in the Russian Federation were expressed in the adoption of a number of laws and regulations. These regulatory documents consider persons with problems in the intellectual, physical, psychological spheres as an object of special public care and assistance. And the attitude of society towards such people becomes a criterion for assessing the level of its civilization and development.

CHARACTERISTIC OF DOWN SYNDROME

Down syndrome is the most common form of chromosomal pathology known to date. About 20% of severe lesions of the central nervous system are associated with genetic disorders. Among these diseases, the leading place is occupied by Down's syndrome, in which mental retardation is combined with a peculiar appearance. First described in 1866 by John Langdon Down under the title "Mongolism". There is a frequency of one case in 500-800 newborns, regardless of gender.

Down syndrome is diagnosed very early, practically from the moment a child is born, therefore, from the first days of such a child's life, it is necessary to surround him with attention and care.

A characteristic feature of a child with Down syndrome is delayed development.

There are more differences than similarities between people with Down syndrome. They have many traits inherited from their parents and they are similar to their brothers and sisters.

However, along with these personal characteristics, they have certain physiological traits that are common to all people with Down syndrome.

Learning difficulties are a particular problem. This means that they are more difficult to learn than most people of the same age.

But what causes Down syndrome? In 1959, the French professor Lejeune proved that Down syndrome is associated with genetic changes caused by the presence of an extra chromosome. Usually there are 46 chromosomes in each cell, half of which we get from the mother and half from the father.

A person with Down syndrome has an extra 21st chromosome, as a result - 47. As a result, there are disturbances in growth and psycho-physical child development.

PHYSICAL FEATURES OF THE CHILD

WITH DOWN SYNDROME

The appearance and behavior of every living thing is primarily determined by genes. Similarly, the physical characteristics of children with Down syndrome are influenced by their genetic material. Since they inherit genes from both mother and father, they are to a certain extent similar to their parents - in body structure, hair and eye color, growth dynamics (the latter, however, will be slower). However, due to the presence of additional genetic material - an extra chromosome in 21 pairs - children with Down syndrome develop physical features that make them different from parents, siblings, or children who do not have chromosomal abnormalities. Since this extra chromosome is found in the cells of every child with Down syndrome. there are many physical similarities, and therefore they look quite similar to each other. The genes of the additional chromosome in 21 pairs are responsible for the fact that in the earliest, intrauterine period of the fetus's (embryo's) life, the development of certain parts of the body occurs in an altered manner compared to the norm. However, how exactly these changes are obtained, and what is the mechanism for disrupting the normal course of development by the genes of the extra chromosome, is unknown. Moreover, some children with Down syndrome have certain traits or conditions, while others do not, although they both have an extra chromosome. Approximately 40% of children with Down syndrome have a congenital heart defect, and 60% are unaware of this problem. In order to be able to answer these questions, science will still have to work hard. This work will hopefully help shed light on the mechanisms of body growth in the early stages of development.

However , it is necessary to pay attention to the fact that such a baby has more similarities with an ordinary, average child than there are differences.

The head of a child with Down syndrome is smaller than that of normal children. In most, the back of the head is somewhat flattened, which makes the head look round. The fontanelles are often larger and later overgrow. In the middle, at the meeting point of the cranial bones, one extra fontanelle is often found. Some children may have hairless areas on their heads or, less commonly, all hair may fall out. The face of an infant with Down syndrome appears a little flat, mainly due to underdeveloped facial bones and a small nose. The bridge of the nose is usually wide and flattened. Many kids have narrow nasal passages. The eyes, as a rule, are of normal shape, the palpebral fissures are narrow and oblique. Skin folds can be replaced at the inner corners of the eyes in many babies. White specks are often visible on the periphery of the iris. The ears are sometimes small and the top edge of the ear is often inverted. The auricle may be somewhat deformed. The auditory canals are narrow. A child with Down syndrome has a small mouth. Some children keep it open and their tongue stick out a little. As a child grows older, grooves may appear on his tongue. Lips often crack in winter. The palate is narrower than that of "normal" children - high and vaulted.

Teeth usually erupt later. Sometimes one or more teeth are missing, and some may be slightly different from normal. The jaws are small, which often causes the molars to interfere with each other. Most children with Down syndrome have less tooth decay than "normal" children.

The neck of a person with Down syndrome may be slightly wider and shorter. Behind, on both sides of the neck, in young children, folds of loose skin can often be seen, which later become less noticeable or completely disappear.

Sometimes it's unusual rib cage.It can be sunken ( funnel chest cage), but there are times when the chest bones stick out (pigeon or keeled chest). A baby with an enlarged heart (as a result of a congenital defect) may have a fuller breast from the heart.

As already mentioned, about 40% of children with Down syndrome have heart disease, which is characterized by the presence of high-frequency heart murmurs. These noises can be explained by the fact that blood rushes through the hole between the chambers. Such an opening is formed as a result of malfunctioning of the heart valve or narrowing of part of one of the large vessels. Unlike high-frequency heart murmurs, which are characteristic of a serious defect, sometimes when examining children with a normal heart, low-frequency, short, low-amplitude murmurs can be heard. These minor (or functional) murmurs are not a sign of heart disease.

Lungsa child with Down syndrome usually does not change. Only a very few children have lung underdevelopment. In some children, in particular those who have a congenital heart defect, blood pressure in the pulmonary vessels is often elevated, which sometimes leads to pneumonia.

IN abdominalin children with Down syndrome, as a rule, there are no changes from the norm. Sometimes the abdominal muscles in babies are weak and the belly sticks out a little. At times, the midline of the abdominal cavity bulges out due to the fact that the muscles in this area are poorly developed. More than 90% of these children have a small umbilical hernia, which usually does not require surgery and does not cause further concern. Most often, the hernia gate closes by itself when the child grows up.

Internal organs such as the liver, spleen, and kidneys are usually normal. Most of the boys and girls we talk about genitals have a normal appearance. Sometimes they are slightly smaller. There are boys in whom in the first few weeks of life it is not possible to find the testicles in the scrotum, but they can be in the groin or in the abdominal cavity.

Limbsusually have a normal shape. Many kids with Down syndrome have wide and short hands and feet. The fingers on the hands are short, as if chopped off; the little finger is often slightly bent inward. In about 50% of those with Down syndrome, a fold may be seen across one or both palms. The line drawing on the fingertips also has pronounced features that have been used to identify children with Down syndrome in the past.

The toes of children with Down syndrome are usually meek. Most of them have a slightly larger gap between the first and second toes, and there is a fold on the sole between them. Many children with Down syndrome have flat feet due to lax tendons. In some cases, the orthopedist advises these children to wear special shoes. Others do not need special shoes.

Due to the general laxity of the ligaments, the child seems to be "not tough enough". As a rule, this does not lead to any serious problems, except for the dislocations and subluxations that sometimes occur with the patella or hip. Dislocations often require surgical intervention. Many children with Down syndrome have decreased muscle tone, lack of muscle strength, and limited coordination. However, muscle tone and strength increase markedly with age.

The skin is usually light. During infancy and early childhood, there may be small breakouts. In the cold season, she is prone to dryness, and cracks on her hands and face a little faster than in other children. In older children and adults, the skin may feel rough to the touch.

It should be emphasized again that not every child with Down syndrome has all of these features. In addition, some children may have some characteristics more prominent than others. Thus, although children with Down syndrome can be recognized by the same physical characteristics for all, they do not all look the same. Moreover, some traits change over time. As already noted, not all of the physical features mentioned here adversely affect the development and health of the child. For example, an inwardly bent little finger does not limit the functions of the hand, just as obliquely located eye slits do not impair vision. Other things, however, such as severe congenital heart disease or duodenal atresia, are serious and require immediate medical attention. Many of the physical characteristics described can also be found in other children with developmental disabilities. And even "normal" children. Children with Down syndrome may experience more rare congenital disorders. It is extremely important that the attending physician does not place undue emphasis on the physical characteristics of the child, but insists on the need to satisfy his normal human needs - the need for attention and the need for love.

MOTOR DEVELOPMENT

Stages psycho-motor development of children with Down syndrome are presented in the table:

Stages in child development

	Children with Down syndrome		"Normal" children
	Average age (months)	Range (months)	Average age (months)	Range (months)
Smiling Rolls over Is sitting Creeps Walks on all fours Worth Walks Speaks words Says sentences		1,5-3 2-12 6-18 7-21 8-25 10-32 12-45 9-30 18-46		0,5-3 2-10 6-11 7-13 8-16 8-18 6-14 14-32

The data presented in this table are taken from the results of modern work on the study of motor development in young children with Down syndrome.

MENTAL FEATURES OF A CHILD WITH DOWN SYNDROME

The intellectual capabilities of the child with Down syndrome, as well as their capabilities in other areas of development, have been underestimated in the past. Recent scientific work refutes many earlier conclusions, including the assertion that children with Down syndrome usually have severe or deep mental retardation. According to current research, the majority of children with Down syndrome are lagging behind mild to moderate. The intellectual activity of some children may be called borderline or in the range between low and medium, and only a very few children have severe intellectual retardation. From this it follows that in children with Down syndrome, mental capabilities can fluctuate over a wide range.

Another misconception is associated with the processes occurring in adulthood. It was believed that with age, the mental capacity of people with Down syndrome gradually decreases. However, observations of scientists for several years on a group of people with Down syndrome did not reveal the presence of this phenomenon. Based on the latest information, it can be concluded that now the future of children with Down syndrome can certainly be viewed more optimistically than ever before.

FACTORS DIFFICULT IN LEARNING

Lagging in motor development - in the development of fine and general motor skills;

Possible hearing and vision problems;

Problems with the development of speech;

Weak short-term auditory memory;

Shorter concentration period;

Difficulty mastering and memorizing new concepts and skills;

Difficulty with the ability to generalize, reason and prove;

Difficulty establishing a sequence (actions, phenomena, objects, etc.);

Vision problems.Although children with Down syndrome usually have good visual learning abilities can use them to complete the educational program, many have one or another visual impairment 60-70%. Children under the age of 7 must wear glasses.

Hearing problems. Many children with Down syndrome experience some degree of hearing loss, especially in the early years of life. Up to 20% of children may have sensorineural hearing loss caused by defects in the ear and auditory nerve.

The level of auditory perception can change during the day.

Problems with the development of speech.

Children with Down syndrome have developmental deficiencies in speech (both in the pronunciation of sounds and in the correctness of grammatical structures).

Lag in speech development is caused by a combination of factors, some of which are due to problems in speech perception and in the development of cognitive skills. Any lag in the perception and use of speech can lead to a delay in intellectual development.

Common features of speech lag

* less vocabulary leading to less broad knowledge;

* gaps in the development of grammatical structures;

* the ability to learn new words rather than grammar rules;

* greater than usual problems in learning and using common speech;

* difficulty understanding tasks.

In addition, the combination of a smaller oral cavity and weaker muscles of the mouth and tongue makes it physically difficult to pronounce words; and the longer the sentence, the more articulation problems arise.

For these children, speech development problems often mean that they actually receive fewer opportunities and participate in communication. Adults have a tendency to ask them questions that do not require answers, and to complete sentences for them without helping them say by yourself or not letting them enough time for this. This leads to the fact that the child receives:

Less verbal experience that would allow him to learn new words of the sentence structure;

Less practice to make his speech easier to understand.

Thinking.

The deep underdevelopment of the speech of these children (pronounced damage to the articulatory apparatus, stuttering) often masks the true state of their thinking, creates the impression of lower cognitive abilities. However, when performing non-verbal tasks (classifying objects, counting operations, etc.), some children with Down syndrome may show the same results as other pupils. Children with Down syndrome experience significant difficulties in developing the ability to reason and build evidence. Children find it more difficult to transfer skills and knowledge from one situation to another. Abstract concepts in academic disciplines are not available for understanding. It can also be difficulty deciding practical problems encountered. Limited ideas, insufficient reasoning underlying mental activity make it impossible for many children with Down syndrome to learn from school subjects.

Memory.

Characterized hypomnesia (mind, less memory), it takes more time to learn and master new skills, and to memorize and memorize new material.

Lack of auditory short-term memory and processing of information received by ear.

Attention.

The instability of active attention, increased fatigue and exhaustion, A short period of concentration, children are easily distracted, exhausted.

Imagination.

The image does not appear in the imagination, but is perceived only visually. They are able to correlate parts of a drawing and, however, cannot combine them into a whole image.

Behavior.

It is characterized mainly by obedience, easy obedience, good nature, sometimes gentleness, willingness to do what they are asked to do. Children easily come into contact. A variety of behavioral disorders can also occur.

Emotions.

In children with Down syndrome, elementary emotions are preserved. Most of them are affectionate, affectionate. Some express positive emotions to all adults, come into contact with them, some - mainly to those with whom they constantly communicate. In children, positive emotions are observed more often than negative ones. If they fail, they usually don't get upset. They are not always able to correctly assess the results of their activities, and the emotion of pleasure usually accompanies the end of the task, which can be performed incorrectly. Fear, joy, sadness are available. Usually emotional reactions do not correspond in depth to the cause that caused them. More often they are not expressed clearly enough, although there are also too strong experiences for an insignificant reason.

Personality.

On a personal level, these children are more characteristic of suggestibility, imitation of the gifts and actions of other people. Some of these children have epileptoid traits: egocentrism, excessive accuracy. However, most children have positive personal qualities: they are affectionate, friendly, and balanced.

LIFE LENGTH

There are currently no data on the basis of which it would be possible with a high degree of reliability to make an assumption about the life expectancy of people with Down syndrome. Previous studies on this topic are outdated and no longer correspond to the true state of affairs, which is determined by the presence of all conditions for a significant increase in life expectancy.

The modern level of development of medical science and technology makes it possible to more effectively treat children from respiratory, heart and other diseases. The most important thing here is that people with Down syndrome are no longer brought up in closed institutions, but grow up at home in an atmosphere of love and acceptance. The life expectancy of people with Down syndrome may be somewhat shorter than that of everyone else, but not as much as previously claimed. Some scientific publications note that the aging process in people with Down syndrome is accelerated, however, when children are still very young, no one can predict which of them will subsequently suffer from this.

Despite the fact that children with Down syndrome lag behind in all spheres of biological activity, steady progress is observed in their overall development. Some abilities can be noted in individual children. Their sensitivity, their tendency to empathy, their ability to communicate with others and their sense of humor bring their families and friends a lot of joy and satisfaction. True, some children may have periods of obvious stagnation in development, but usually, if a child grows up at home, if he is loved, if he receives an education and communicates with children and adults, we observe significant progress in development, which in the past decades would amaze and parents and professionals.

Despite the fact that the comparison of various indicators of development and the development of tests play an important role in the study of Down syndrome, it is necessary, first of all, to keep in mind the value of life as such, which is much higher than the index of intelligence and other measures of development. In addition, it is important to know that human beings, whatever their physical and mental characteristics, are capable of responding in a common language to affection, optimism and acceptance. Thus, the conditions that are currently being organized - the support of loving families, the efforts of specialists to develop new programs and conduct research in the field of biomedicine, psychology and pedagogy - open up a future for children with Down syndrome, which was previously difficult to even dream of.

MODERN APPROACHES TO TEACHING AND REHABILITATION OF CHILDREN WITH DOWN SYNDROME

MEDICAL APPROACH TO REHABILITATION

MEDICINAL TREATMENT

Ever since the Englishman L. Down first described the syndrome in 1866, many different procedures have been tried to treat children with this syndrome. Some of the proposed treatment methods were aimed at eliminating lesions of individual organs (congenital heart disease, skeletal pathologies, disturbances in the gastrointestinal system, dysfunction of the thyroid gland and sensory organs). Other therapies, as well as preventive measures, have been aimed at improving the overall health of children with Down syndrome. All this has found wide application, since such measures in many cases improved the quality of life of sick children. In addition, experts have made attempts to increase the level of mental activity of the child using a variety of methods, drugs and the use of various procedures.

In an attempt to improve their physiological data and mental abilities, a variety of medications have been used, including hormones, vitamins, fetal tissues, dimethyl sulfoxide, their combinations; other treatments have also been tried.

However, none of these methods of drug therapy have been confirmed in scientific studies.

CHANGE IN APPEARANCE

In the past ten years, both in the press and in the medical literature, the problem of plastic surgery for people with Down syndrome has been discussed. In particular, in Germany, Israel, Australia and occasionally in Canada and the United States, attempts were made to correct the facial features of these people with the help of such operations. Despite the fact that the surgical procedure itself may vary depending on the individual needs of the child and the approach that the surgeon prefers, nevertheless, as a rule, the operation includes the removal of folds between the nose and the eyes, straightening slightly oblique eye slits, and cartilage implantation. in the area of \u200b\u200bthe nose, cheeks and chin and removal of part of the tip of the tongue.

Supporters of plastic surgery believe that some shortening of the tongue will improve the child's speech abilities. In addition, in their opinion, after such an operation, children with Down syndrome will be better accepted in society, since, as a result, they will have less saliva oozing, it will be easier for them to chew food and drink; they will be less likely to be exposed to infectious diseases. Although some subjective parental observations indicate that people with Down syndrome benefit from such surgeries, more recent studies have not shown much difference in pronunciation before and after tongue shortening surgery (the number of abnormal sounds did not decrease). Analysis of the pronunciation estimates made by the parents of children who had and did not have surgery did not reveal any difference between these groups of children. Many issues related to plastic surgery on the face remain unclear and continue to be discussed in scientific circles. It is not completely clear for whom, in fact, such an operation is being performed: for a child, for parents or for society. Should the child be involved in deciding whether the operation is necessary? What should be the indications for plastic surgery? What is the impact on the child of the trauma, without which no surgery is complete? Can you avoid prejudice against a child with Down syndrome by correcting facial features? What will the results of the operation mean for self-identification the child and his ideas about himself? Should the degree of mental retardation be a criterion when deciding whether to undergo plastic surgery?

Other difficulties relate to incorrect expectations that the child will become "normal" after surgery. This in some cases can lead to denial of violations that he has. Currently, there is a controversial attitude towards plastic surgery in the case of Down syndrome. Rather than collecting anecdotal reports, well-designed and well-controlled research should be carried out with sound reasons and clear objectives. Whether children with Down syndrome will benefit from plastic surgery, and whether they will be better accepted after that in society, can only be determined by the results of such studies.

PEDAGOGICAL APPROACH TO REHABILITATION

EARLY COMPREHENSIVE ASSISTANCE

Comprehensive early care is a new, rapidly developing area of \u200b\u200binterdisciplinary knowledge that considers the theoretical and practical foundations of comprehensive care for children of the first months and years of life from groups of medical, genetic and social risk of developmental delays.

The peculiarities of a child's development at an early age, the plasticity of the central nervous system and the ability to compensate for impaired functions determine the importance of early comprehensive care, which allows, through targeted exposure, to correct initially impaired mental and motor functions with reversible defects and prevent the occurrence of secondary developmental abnormalities.

Comprehensive early care offers a wide range of long-term medical-psychological-social-pedagogical family-oriented services carried out in the process of coordinated ("team") work of specialists of different profiles.

It is a system of specially organized events, each element of which can be considered as an independent direction of the activities of institutions under the jurisdiction of health, education and social protection authorities.

This scientific and practical direction is focused on meeting the educational, medical, social and psychological needs of children from birth to three years old and their family members.

These programs are based on the principles of the special importance of the first months and the first years of life for the further development of the child and were intended for social and pedagogical support for seven and a child in a period when the ways of family interaction with the outside world are just beginning to form. Scientific research that has been carried out in the course of the application of advanced learning programs has led to fundamental changes in ideas in the field of the social-emotional development of infants.

Methodological material for stimulating the development of infants and young children with severe disabilities is developed taking into account the fact that early social and emotional interaction with the mother and other family members is formed in the same way as under normal developmental conditions, but requires special analysis, attention and support. ...

Studies by foreign scientists have shown that systematic early pedagogical assistance to children with Down syndrome in a family environment with the involvement of parents in the process of correctional work allows bringing to a new qualitative level not only the process of child development, but also largely determines the process of integration into society. At all stages of life, children with Down syndrome should, according to scientists, be under the touch of specialists who organize the process of accompanying these people in the educational and social space.

The formation of an early assistance system in our country is today one of the development priorities of the special education system. An innovative approach to the formation of a new model of comprehensive support for a child with Down syndrome in a family environment involves active (subject-subjective) interaction of all its participants (specialists, family members, the child himself) in the habilitation process.

The Institute of Pedagogy of the Russian Academy of Education makes a significant contribution to the formation of domestic experience in developing an early assistance system. The most important direction of the institute's research is the search for optimal ways of reforming the system of special education, its restructuring by completing the building of the currently missing structural element - the system of identification and early comprehensive assistance. Research conducted at the institute shows that meeting special educational needs at an early age can maximize the potential development of a child with Down syndrome. The data obtained prove that early comprehensive care opens up the opportunity for a significant part of children to be included in the general educational stream (integrated learning).

One of the first programs of "early intervention" in the development of children with complex defects is considered to be the early education program for children with Down syndrome, developed by L. Rhodes and a group of colleagues at the Sonoma State Hospital (USA) and which demonstrated the effectiveness of pedagogical intervention in deficit development.

The program of early pedagogical assistance to children with developmental disabilities "Small Steps", developed at McQuery University (Sydney, Australia, 1975), tested at the training center of this university for the category of children with Down syndrome and other developmental disorders. This Program encourages children to interact more fully with the world around them.

The conceptual provisions of the Little Steps program represent an innovative approach to the education of children with developmental disabilities:

“All children can learn. A child with developmental disabilities learns more slowly, but they can learn!

Children with mental and physical disabilities need to master all the skills that they need in play, communication with others, in achieving the maximum possible independence for integration into society.

Parents, as educators, play the most important role.

The effectiveness of the training largely depends on the age of the child. Classes should be started from the moment the diagnosis is established.

An individual program for a child should satisfy both the needs of the child himself and the capabilities of his family. "

PRESCHOOL DEVELOPMENT

The positive experience of being in kindergarten plays an important role in the life of children with Down syndrome during the period of personality formation. Its impact can be compared to the impact of early teacher education programs on the development of these children.

(The needs of everyone, even the smartest children, can be completely different.) Of great importance for parents of whom a child with Down syndrome has a kindergarten, which, on the one hand, is like an extension of the family, and on the other hand, it is real embodies what is meant by the support of society, giving an additional incentive to both the child and the family.

In kindergarten, a child with Down syndrome acquires a variety of knowledge, skills, and abilities. Children with Down syndrome in different developmental areas can be at different levels. Nevertheless, it is useful for each of them to learn from experience how to communicate with others, a certain discipline, it is important for each how to work out the skills of self-service, general and fine motor skills, coordination of movements, it is important to learn to live with people of different types and different behaviors. One of the most valuable skills that a child acquires in kindergarten is the ability to play. Play is a natural means of developing and assimilating knowledge. Here children with Down syndrome need help at first. They must imitate actions and deeds, learn to do something directly during the game, and not only control the events that occur, but also cause them. They must make choices and share with others in the game. Their behavior is constrained and they must learn to act in concert with others. All these skills help to form the correct model of behavior and solve the problems that teachers and parents face.

Kindergarten is an ideal opportunity for a child to be involved in the main stream of peers, it is an opportunity to be brought up in a linguistic environment with children who are more advanced in terms of speech. In addition, children need to adapt as much as possible to the living conditions of normal people, therefore, integration into society, the stay in which will be the best experience for a child with Down syndrome.

The kindergarten organizes individual work with children, individual lessons with a speech therapist. During the lessons, emphasis is placed on the development of speech perception and speech activity.

Such specialists work with children as: oligophrenopedagogue, speech therapist, educators, physical therapy specialist, music worker, physical education teachers, and librarian.

To achieve the best results in working with children with Down syndrome, interaction between kindergarten staff and parents is necessary. Parental involvement helps organize homework to match the daycare activities. Thus, open communication between the preschool educational institution and the family is vital for the optimal development of the child.

The age from 3 to 6 years is also of great importance for the formation of the correct model of behavior.

The years spent in kindergarten provide an opportunity for the child to actively participate in the life of the wider world.

SCHOOL DEVELOPMENT

The personality of a child with Down syndrome, like any other child, is shaped by the genetic code, culture, and the specific environment that people and events shape. Upon entering school, children are immersed in a process of development and growth, which proceeds in accordance with their abilities to grow up and achieve success.

If a child is able to play with their peers, it will be relatively easy for a child to interact with classmates at school.

In the first few days, the responsibility for ensuring that the child adapts to the new conditions rests with the parents and teachers. The success of their efforts will largely depend on the experience that the child has gained during the preschool years at home or in kindergarten.

Many manifestations of development that we expect to see in a child in the future may not be observed in a child with Down syndrome; the educational program must be adapted to suit his abilities and special needs.

Schools stimulate the development of children's inherent abilities, provide a rich experience, awaken in children an interest in the world around them and in its study. Lessons, the learning environment at school will give a child with Down syndrome to feel their individuality, teach self-esteem and enjoy. School also gives children the opportunity to enter into certain relationships with other people and, this becomes a good preparation for productive participation in the life of society in the future. Finally, the school is designed to lay the foundation for practical activities in life by stimulating development; skills of comprehending basic academic disciplines, development of physical capabilities, self-service skills, ability to speak.

For children with Down syndrome, a school with a good educational program should teach not only basic academic disciplines (reading, writing, arithmetic), but also prepare them to face all aspects of life, no matter how different they may be. Teach them things like getting the job done, getting along with people and knowing where to go to find the answer to a question.

A child with Down syndrome develops within the walls of the school in an optimal way only when the school's approach to education has in mind the humanization of the learning process, when the school considers each student as an integral personality, when it provides students with opportunities for self-realization. It is very important that children with Down syndrome find themselves in situations that can determine their success. Success makes children feel very good. The correct incentive can determine the degree of effort a child will make to complete the task. For effective teaching, the teacher needs to approach this work positively from the very beginning.

FAMILY AND SOCIAL ENVIRONMENT

Even after a child with Down Syndrome starts going to school, they still have a lot of time to communicate with other people at home and in the immediate environment.

The child spends most of his free time not at school, but at home, in the yard, in society. Obviously, he is not only at school; acquaintance with previously unknown phenomena of the surrounding world, acquisition of new experience occurs at home, while communicating with people living in the neighborhood and with friends during games. A child with Down syndrome assimilates this experience and knowledge especially effectively if loving and understanding family members help him to use his potential to a greater extent.

A child with Down syndrome can benefit from a variety of daily activities. Homework is especially important for the development of the child. Self-care skills are developed mainly at home - dressing and undressing. Children need to be taught about normal hygiene practices: brushing their teeth, washing their hands, grooming their hair and taking care of their shoes. A child with Down syndrome is better accepted in society if he looks clean and tidy, if his hairstyle and clothes correspond to how his peers are combing and dressing at the present time.

The emotional side of life is also important for a child with Down syndrome. These children, like everyone else, need to be loved, given attention and accepted for who they are. They need an environment in which they feel protected and that will enhance their self-esteem and independence.

Another area in which the positive influence of parents is clearly felt is the development of independence. As a child with Down syndrome grows up, his desire to gain self-confidence increases. A person's self-esteem directly depends on whether he will be able to complete the task on his own, whether he will be able to bring the job started to the end. In order for a child to be able to experience a sense of satisfaction, such conditions are necessary in which, when solving a problem, he will not experience any special difficulties, and can successfully cope. Less favorable conditions can lead to frustration. However, this does not mean that children with Downani syndrome should never have to face new difficult circumstances. A person's ability to behave properly in society directly affects how society accepts him, as well as the success of this person in future professional activities. Thus, thanks to the existence of social rules of conduct, the child learns what responsibility and order are.

An introduction to the world outside the walls of the home or school can give many new exciting experiences, which are also a source of new knowledge and experience.

In order to live in society, children with Down syndrome must reach a certain degree of understanding of society. They need to know how to behave outside the home and how to interact with people wherever it happens.

Although social relationships are an important part of life, children should be able to spend part of the day alone. They should learn to keep themselves occupied. Time spent alone is also beneficial for development. It is at such hours that the child can assimilate the ideas that he encountered, try to do something new on his own. He must have the right toys and materials so that he does not get bored alone and does not resort to self-stimulation.

On average, a child has over 60 hours of free time per week. What can a child do in their free time to have fun and enjoy themselves? These activities should be taken seriously, among other things, they are powerful tools for learning and gaining experience, that is, a key element in the development of children with Down syndrome. By participating in recreational activities, the child can derive considerable benefit from them. In addition to other positive aspects, they can give him the opportunity to feel success, realize the abilities of his own body, collide and try to solve problems of a physical and mental nature; increase self-esteem; to join the life of the local community, to compete; express yourself creatively; make new friends; have fun, exercise, feel a sense of belonging; discover new talents in yourself; improve sports skills; develop muscle tone and coordination of movements, find a way out for emotions, relax, have fun.

Children get great pleasure from joint games with peers, which can be organized at home.

Music is also great for spending time alone and in company. Movement helps in the development of general motor skills, teaches balance. They are a means of self-expression. Rhythmic dances improve coordination of movements and make the movements themselves more graceful. Such activities give the child pleasure and self-confidence for years to come.

Visiting theaters and museums also gives children positive emotions.

You can spend your free time actively and passively. Sports activities will contribute to the versatile development of the child, and using his physical capabilities, he will be able to increase the general level of his fitness for life, endurance, develop muscles, improve coordination of movements, and the quality of general motor skills.

As full-fledged members of society, people with Down syndrome can, like their healthy peers, lead an active lifestyle: study, work.

Persons with Down syndrome who graduated from a special (correctional) school can continue their education in secondary vocational and higher education institutions. This right is enshrined in the relevant instructions of the Ministry of Social Security of the RSFSR dated November 3, 1989 No. 1 - 141 - U and dated 5 September 1989, No. 1 - 1316-17 / 16/18.

The complex of measures of social and pedagogical activity during the period of vocational training and preparation for work of adolescents (boys) with Down syndrome involves the following areas:

Determination of social status;

Organization of social and pedagogical support;

Organization of social and labor support.

Socio-pedagogical activity during the period of vocational training for young people with disabilities should be focused on an important principle that is widely used in world practice as an assessment of the level of integration and independent life of persons with Down syndrome.

In vocational training for people with Down syndrome, the implementation of the quality of life principle involves:

* formation of professional self-esteem and self-awareness of students;

* development of specific work skills;

* vocational guidance and employment;

* labor activity, including with the assistance of others or dependent labor activity.

Thus, people with Down syndrome need to be given the opportunity to work in regular workplaces and thus social citizenship.

It is also necessary to implement the relationship between the needs that each person with Down syndrome has and ongoing projects for their vocational training and inclusion in social society. These projects have the following goals:

1) to form in people with Down syndrome the necessary social and self-service skills necessary for working in the workplace;

2) adapt society to include people with Down syndrome.

CONCLUSION

A purposeful system of social and pedagogical activities, the inclusion of a child with Down syndrome in the correctional and educational process from an early age, increases the level of development, contributes to the child's social activity.

Modern research has shown a deep connection between the psychological environment in the family, the level of interaction between parents and the child, the effectiveness of early assistance programs, preschool and school assistance.

A favorable combination of the organism's compensatory capabilities with correctly selected programs at each stage of training, effective forms of its organization can largely, and sometimes completely neutralize the effect of the primary defect on the course of the child's psychophysical development.

The future of children with Down syndrome is more promising now than ever, and many parents have already dealt with the challenges they face.

Posted by Administrator Mon, 28/08/2017 - 13:28

Description:

In a conversation with the author, OE Dunaeva, coordinator for inclusive education at Lyceum No. 1574, reflects on the existing successful experience and obstacles that really make it difficult to implement the idea of \u200b\u200beducational inclusion. Among the first is the unpreparedness of a significant number of teachers for serious changes. Dunaeva is convinced that the very paradigm of thinking of teachers should change, it is necessary to rethink the principles and the very ideology of social and pedagogical interaction of participants in the educational process. She also emphasizes the importance of good competence of parents and their involvement in the educational process.

A source:

Down Syndrome XXI century magazine # 1 (18)

Date of publication:

28/08/17

Many teachers working with special children have heard of the school, which is located in Moscow, in 4th Lesnoy Lane. She has a long history of inclusive education for children with Down syndrome. At one time, School No. 1447 received tremendous support from the best research organizations and correctional and developmental centers of the capital and became the first Moscow site, on the basis of which the "STRIZHI" project was launched, aimed at creating an inclusive education system.

In recent years, the school has changed several statuses and names. As a result of the recent reorganization, it entered a large educational complex - the State Budgetary Educational Institution "Lyceum No. 1574 of Moscow". Students with Down syndrome are still there. And since after the introduction of new educational standards, most of the questions arise in time for the inclusive education of such schoolchildren, we turned to this educational institution for answers. Here is what Olga Eduardovna Dunaeva, coordinator for inclusive education of Lyceum No. 1574, said:

- The problem of education, upbringing and social adaptation of children with Down syndrome is not a local problem of a specific family or a specific educational institution, it is of a national, social nature and is an indicator of society's ability to social evolution. Despite the fact that today in our country a certain experience of rehabilitation and correctional work with such children has been accumulated, there are still many unresolved problems.

One of the main obstacles to school inclusion is the unpreparedness of a significant number of educators for major changes in their work. It is no secret that the staff of many educational institutions are people of mature age who have long been established professionally, have developed forms of interaction with students and their parents, as well as a certain vision of their role in the learning process. Figuratively speaking, in each of the many planes that together make up the school world, they are guided by their own coordinate system. And today, when a new “magnetic pole” - inclusion - has appeared in the school, the usual coordinates change significantly.

In this regard, the very paradigm of thinking of pedagogical workers should change, and the first task here is to rethink the principles and the very ideology of social and pedagogical interaction of participants in the educational process.

Of course, a teacher can get answers to many of his questions at refresher courses. However, as a rule, there is a bias towards familiarization with the regulatory aspects of inclusive education, rather than practical work. This gap can be filled either with the help of serious theoretical retraining of specialists, or by direct transfer of successful teaching experience to them.

Our educational institution is often asked for advice by colleagues who are taking the first steps in inclusion. And then from the very beginning we try to answer the question, what are the most important changes that should occur in the teacher's mind in the context of the implementation of adapted educational programs regulated by the new Federal State Educational Standard for students with disabilities.

I consider it necessary to focus on two most important points. First, it is necessary to understand that the primary school teacher is no longer the main, and even more so the only guide of the child on his educational path. Inclusive learning is a multilateral process, and an adapted program coordinates the actions of all participants in educational relations.

Now the teacher - the class teacher in the elementary school - works in close cooperation with the so-called support service, consisting of specialists in correctional pedagogy: speech therapists, defectologists, psychologists, social educators. Even if the school itself does not have all these specialists, they should be part of the educational complex or in the territorial centers of psychological, pedagogical, medical and social support, which are resource centers for all issues of teaching children with disabilities. Contacting the support service specialists is not an "additional option", but a primary necessity. To the extent that with their recommendations they can guide the teacher even in building work in the lesson. There will be no access to a competent escort service - there will be no inclusion at school.

In addition, the role of the family as a like-minded person and partner of the school increases significantly. Inclusive education cannot be carried out without the involvement of parents, and work with them must begin even before the special child sits at the desk. This is due to the fact that many families who want to give an inclusive education to a child with disabilities do not understand either the real possibilities of general education schools or the real needs of their children. Their expectations are vague and far from always justified. They imagine an inclusive school as it is shown in foreign films.

Of course, we must follow what is happening in this area in other countries. But we must honestly admit: at the moment, being within the framework of a state educational institution, it is impossible to transfer the foreign system of work with children with mental disabilities to Russian conditions. This does not mean at all that we do not have ways to implement effective educational technologies and thereby help a special child reach the maximum level of his development. However, for this it is necessary to use not only the resources of the school, but also all available opportunities, including additional education, remedial assistance, and so on.

With inclusive education, this will require great competence of parents and their involvement in the educational process. This involvement begins at the stage of developing the educational route and continues in the process of its implementation and adjustment. Close communication and cooperation is a very important condition for which both the school and the parents must be prepared.

On the part of parents, understanding and trust in the decisions of the psychological and pedagogical council and in the actions of teachers will largely depend on how carefully, thoughtfully and in detail the adapted educational program is drawn up, to what extent it meets the needs of the child and is consistent with the individual program of his development.

The second important point: when integrating a child with disabilities into the space of a general education school, it is necessary to revise the usual attitude both to the content of education and to the expected results. The mission of the school is to provide any student, regardless of his developmental characteristics, with the scope of activity necessary for the realization of his individual abilities, motives, interests and social attitudes.

When it comes to a child with intellectual disabilities, then, in my opinion, one of the most important goals is to create a situation of success and form the student's motivation for achievement, the search for that sphere of life where his individual characteristics and abilities will be realized. It is from these positions that one should approach the formation of an adapted educational program, which should reflect what educational technologies and means will help to achieve this in each specific case.

With regard to creative implementation, here the teacher is provided with the widest choice of tools and techniques. An introduction to the world outside the walls of the home or school can provide many exciting experiences, which are also a source of knowledge and experience. Children get great pleasure from joint games with peers, which can be organized both at school and at home. Music is also great for spending time alone and in company. Movement promotes the development of general motor skills, teaches balance and at the same time is a means of self-expression. Rhythmic dances improve the coordination of movements and make the movements themselves more graceful. Such activities give the child pleasure and self-confidence for years to come. Visiting theaters and museums also gives children positive emotions. In our educational institution, the educational program "Developing Movement" by the teacher D. N. Korshunov, the program of additional education for children "Magic Felting" by A. A. Nilova have been used and have proven themselves well. We have a studio "Dance Workshop", a variety of creative classes are held in the "Workshop of Knowledge". On vacation days, students, together with teachers and parents, attend interesting excursions and make joint trips to the theater, exhibitions, and museums. Experts and teachers are convinced that children with Down syndrome can be taught almost everything, the main thing is to do them, believe in them, and sincerely rejoice at their successes.

Now about vocational guidance. Correctional schools, as a rule, have their own base of professional workshops and they have established cooperation with colleges that provide adolescents with disabilities with the development of the next educational stage. An ordinary general education school most often has neither such ties nor such a base, unless it is one of the subdivisions of a well-equipped educational complex. Therefore, a lot depends on what additional resources will be attracted to carry out career guidance work with a special child. Interesting and useful developments in this area are available both in our school and among colleagues from the Center for Education No. 1429 named after Hero of the Soviet Union N. A. Bobrov. This educational institution, like our lyceum, has been dealing with the problem of inclusive education for many years.

Of course, now a new specificity has appeared in this direction. Previously, our institutions worked in an experimental mode and teachers, on the one hand, lacked clear algorithms, often had to work on a whim. On the other hand, they had more room for variation.

With the introduction of new federal state educational standards, the implementation of the principles of inclusive education becomes systemic, and any system, as you know, adjusts to a certain average, universal level. However, in working with a special child, universal solutions are not enough, which means that his educational program should be as individualized as possible.

I highly recommend the following books to those teachers who find it difficult to rebuild from the usual approaches to teaching: “A child was born with Down syndrome. Conversations of a psychologist "AE Kirtoki and EV Rostova," A child with hereditary syndrome. Upbringing experience "B. Yu. Kafenhaus," Kid with Down syndrome "and" Social adaptation of young children with Down syndrome "P. L. Zhiyanova and E. V. Pole," Development of cognitive activity of children with Down syndrome "T. P. Medvedeva, “Complex early childhood development of children with Down syndrome” T. P. Esipova, E. A. Kobekova and A. V. Nerkovskaya, “Sunny children with Down syndrome” L. B. Zimina. From foreign authors, it is imperative to familiarize yourself with the book by Carolina Filps "Mom, why do I have Down syndrome?", As well as with the works of Christelle Manske, a practicing teacher with many years of experience working with children with Down syndrome. I highly recommend her book Teaching as a Discovery.

Effective inclusive education of children with Down syndrome is possible only on condition of special training / retraining of personnel, self-education of teachers, and their professional growth. The purpose of such training should not only be the mastery of special pedagogical technologies that will provide the opportunity for qualified teaching and upbringing of children of this category, but also the development of psychological readiness to walk the path with the child.

It is difficult to say to what extent our society and school are ready to provide equal opportunities for every child, without exception. Probably, such a moment has not yet come. Although certain steps have already been taken. In 2016, the All-Russian scientific-practical conference "People as people: education and integration of people with Down syndrome" was held in Moscow. Many speakers noted that the conference became the largest event in Russia dedicated to the problems of education and socialization of children and adults with Down syndrome.

We know that children with Down syndrome can be successful in their own way. To do this, they need to master one or another type of activity that brings joy and satisfaction. The main rule is involvement in everyday life: communication with relatives and peers, study and classes in circles, sections, early vocational guidance. Having achieved the first successes and having made for themselves the conclusion "I am needed, I am useful, I can," children with Down syndrome expand the boundaries of their interests, and this serves as a motivation for them to acquire new knowledge.

Continuing the topic

Among the students of lyceum No. 1574 there is a graduate of the early assistance programs of the Downside Up Charitable Foundation, an active participant in several projects implemented by the foundation within the 7+ program, Marina Mashtakova. When this very sociable girl, open to everything new, became a first grader, it was not easy for her to get used to school life. But the next year another teacher came to the class - Larisa Aleksandrovna Khasnutdinova - and Marina began to make notable progress. At present, Marina is already an eighth-grader, and her beloved teacher L.A. Khasnutdinova works in another educational institution. However, we found her and asked her to recall an experience that could be useful to her colleagues in the inclusive education of children with Down syndrome in the context of the new Federal State Educational Standard.

- By the time a student with Down syndrome first appeared in my class, I already had a solid experience of teaching in elementary school. But just that year I went to work at the school in the 4th Lesnoy Lane, where I was immediately confronted with the fact: "You will have two students in your class with disabilities - with Down syndrome and cerebral palsy."

Of course, at first I felt both confusion and uncertainty. Although, probably, it was still easier for me than for teachers who have never worked with special children, because even before that there were children with hearing problems among my students. Therefore, I understood: despite the fact that traditionally the entire educational process at school is aimed at a result, each child has his own result. It was very important for me to create such conditions for all my students to reach their own maximum level of mastering the educational material, including Marina Mashtakova. In her mental and speech development, she differed from her classmates, although it was felt that her parents and early help specialists worked with her a lot, and at school Marina's classes with a speech therapist and a defectologist did not stop.

I had to work with the class in three different educational programs and, accordingly, in three different curricula. I gratefully accepted the help of specialists: the head teacher, a teacher-psychologist and others, who helped me compose an adapted program for Marina. This was several years before the introduction of the new federal state educational standards, and there were no strict regulatory requirements for such a program implemented in an inclusive education environment. We took as a basis the program of type VIII correctional school, and also tried to take into account the specifics of the development of mental processes in children with Down syndrome. Thanks to this, we had an exhaustive list of training skills and competencies that Marina had to teach. Its own educational program was drawn up for a boy with cerebral palsy.

And then the hardest part began. I had to make plans for each lesson so that children with disabilities could participate in the general work, despite the difference in the content of educational programs. I needed clear, competent logistics, and this technique helped me in this: I put sheets with three curricula next to it and noted those moments where special children could join in common activities.

Of course, it was unrealistic to think that Marina would be able to master the material on a par with her classmates. Therefore, for her, I made up all the tasks separately, and she performed them under the guidance of a tutor who was provided by the school and who accompanied her in the classroom throughout the first half of the day. The boy with cerebral palsy also had his own tutor, and this allowed me during the lessons not to deprive other students of the attention. Every morning, even before the start of classes, we agreed with the tutors who would do what and how.

For Marina, I structured the tasks in a special way, breaking each of them into several parts. I prepared cards and other demonstration material especially for her, sometimes used additional teaching aids. This gradual, gradual learning process helps children with Down syndrome successfully learn new knowledge, despite the fact that they usually have difficulties in transitioning from short-term memory to long-term memory.

While teaching Marina, my tutor and I relied on the strengths in her development. One of these strengths is the ability to imitate. She was good at repeating what was just said after me as she explained the new material. At my request, she successfully did this, and in this way other students could consolidate the new topic. At the same time, I tried not to rush Marina with answers, give her time to think and express her thoughts with a gesture or word. In general, I tried not to neglect the use of gestures, facial expressions, emotions, because it helped a lot to establish mutual understanding with my special student.

Marina was also good at explaining spelling in Russian lessons, coming up with her own examples for this, because she really loved to dream up. She liked working at the blackboard. She also enjoyed coming up with problems in math lessons. My tutor and I relied on this to motivate the girl to perform arithmetic operations. So we managed to make mathematics an interesting subject for her, although it is usually said that children with Down syndrome have difficulties in mastering mathematical concepts.

According to my observations, Marina found it difficult to listen, concentrate, watch and react at the same time. But when she was given the opportunity to focus on the preparation of a project, she showed herself very well. For example, with great diligence she did projects on the theme "My Summer Discoveries", and then presented them to the whole class at the blackboard, told where she had been and what she had learned during the holidays.

I noticed that Marina successfully participates in feasible joint activities with other children, especially if you combine it with repetition and some fun moments of play - perhaps even with the addition of physical activity. In principle, such methods of presenting material are effective for any children - both with developmental disabilities and without them. Therefore, my students and I came up with a game: as if they were making a TV show on a particular topic. There was a presenter who asked questions and participants who answered them. The guys specially selected the material, did it with great enthusiasm, and Marina was also passionate about it.

At that time we did not have any tools for assessing the progress of a child with special needs, so we agreed with Marina's parents that I would give her grades based on her own academic success. Of course, the weight of such grades differed from those received by students without developmental features. But for Marina they were deserved, in line with her zeal.

It was very interesting to work with Marina. Of course, I was lucky that the girl had a wonderful tutor. Together with him, we noticed how Marina was gaining new knowledge bit by bit, and each of her little successes was as happy as children.

By the example of Marina, we saw that guys with Down syndrome are very kind, affectionate, they have wonderful spiritual qualities. And most importantly, the environment has a huge impact on them. And this is a very important argument in favor of giving these children the chance to learn along with their normatively developing peers.

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Children with Down Syndrome undoubtedly differ in their level of intellectual development from their healthy peers. The article will tell you how the development and education of children with Down syndrome is going on, what features this process has.

The birth of a baby is a long-awaited and desired event. But is this always the case? And if a child is born with an incurable serious illness, in which he will outwardly differ significantly from his peers and lag behind them in mental development? For many parents, the diagnosis of Down syndrome found in a tiny child sounds like a terrible sentence.

Previously, it was generally accepted that all children with Down syndrome are not amenable to learning, since they have a severe degree of mental retardation. As modern research shows, in fact, almost all patients with this disease have intellectual development lags. However, the intellectual level of patients within this group varies significantly and can vary from a slight lag to a severe degree.

Development features

Yet many children with Down's disease are able to learn to walk, speak, write, read, and do almost anything that their healthy peers can do. But in order to achieve this, parents need to provide their sick children with appropriate educational programs and an adequate living environment.

When diagnosed with Down syndrome, the development of the child has its own characteristics. So, speech appears late and remains underdeveloped throughout life, understanding of speech is difficult, the vocabulary is very modest, sound pronunciation in the form of dyslany or dysarthria is often observed.

Such difficulties in mastering speech are due to a decrease in hearing acuity, a small oral cavity, and a decreased muscle tone. Also, sick children have narrow and small ear canals, which negatively affects the ability to listen. Of great importance in the development of speech is tactile sensations inside the oral cavity. Patients can hardly recognize their sensations, having a poor idea of \u200b\u200bwhere to place the language for the pronunciation of sounds.

Visual perception in children with such a diagnosis is also poorly developed. Young patients prefer to avoid complex pictorial configurations and fix their attention, as a rule, only on single visual images. Children are not able to search and find details, to carefully examine specific objects.

Despite such a severe intellectual defect, the emotional sphere remains intact. Down children can be friendly, obedient, affectionate. They are able to love, be offended, embarrassed, but at the same time they can be stubborn, angry, irritable. Many toddlers are curious and have a good imitative ability, which is important for instilling work processes and self-care skills. The level of skills that children with such a diagnosis are able to achieve can be different and depends on the genetic factors and the social environment of the baby.

The 21st additional chromosome, which is the cause of the development of Downism, causes the emergence of some physiological characteristics, due to which the development of the child is much slower than that of healthy babies.

Features of training

Many different techniques have been developed to develop and effectively teach down children. But parents should set themselves up to the fact that teaching children with Down syndrome is a rather difficult process that takes a lot of time. The earlier the lessons with the baby were started, the higher the chances of achieving success. The main didactic principle of teaching such patients is the use of various channels of perception (sense organs). The learning process should be slow enough, and the classes themselves should be pleasant and interesting for the child.

Early help. It should be provided from the moment the appropriate diagnosis is made to the admission of a small patient to an educational institution. Its main goal is to ensure the maximum realization of the child's capabilities, prevent the development of secondary disorders, and include the baby in the general educational stream.

Preschool education. Down toddlers can be enrolled in a compensatory type of preschool designed for children with intellectual disabilities. The training program includes the following main directions: "Social development", "Health", "Formation of activity", "Physical development and physical education", "Aesthetic development" and "Cognitive development". All classes are conducted by qualified teachers, based on generally accepted teaching and development methods for children with intellectual disabilities.

In modern times, integrated education in educational institutions (both school and preschool) is becoming increasingly popular, which provides for the joint education of healthy children and children with disabilities, providing the latter with social adaptation and special conditions. When a down-child visits integrated groups in kindergartens, in accordance with his capabilities, individual curricula are developed, which undoubtedly gives positive learning outcomes.

Schooling. Education of patients diagnosed with Down syndrome can take place in special correctional schools, where classes are organized according to a special program for children with intellectual disabilities. Also, schoolchildren can study in integrated classes, where, just like in kindergarten, a separate curriculum is developed for each student, in accordance with his level of development.

Down syndrome is a common genetic disorder. For 600 - 800 newborns, there is 1 child suffering from this disease. The disease was first described by John Langdone Down in 1866 and takes its name from the surname of this famous professor. Only after almost a century (in 1959) the French scientist Jérôme Lejeune managed to identify the cause of the syndrome, which is the presence of an extra chromosome.

Rehabilitation of children with Down syndrome is undoubtedly a difficult and lengthy process. The task of parents is to help their child as much as possible and create conditions for him in which he would feel the same as everyone else - a full-fledged member of society. And then, undoubtedly, the baby will be able to achieve great success.

The word "syndrome" refers to many signs or characteristics. The name Down comes from the surname of the physician John Langdon Down, who first described the syndrome in 1866. In 1959, the French professor Lejeune proved that Down syndrome is associated with genetic changes. The human body is made up of millions of cells, and each cell contains a certain number of chromosomes. Chromosomes are tiny particles in cells that carry precisely coded information about all inherited traits. Typically, each cell contains 46 chromosomes, half of which a person receives from his mother and half from his father. A person with the 21st pair of chromosomes has a third additional chromosome, with a total of 47. Down syndrome is observed in one of 600-1000 newborns. The reason why this happens is still not clear. Children with Down syndrome are born to parents of all social strata and ethnic groups with a wide range of educational backgrounds. The likelihood of having such a child increases with the age of the mother, especially after 35 years, however, most children with this pathology are still born to mothers who have not reached this age.

Down syndrome cannot be prevented and cannot be cured. But thanks to the latest genetic research, much more is now known about the functioning of chromosomes, especially about 21. The achievements of scientists make it possible to better understand the typical features of this syndrome, and in the future they may allow improving medical care and socio-pedagogical methods of supporting such people.

How is Down syndrome recognized?

Down syndrome is usually diagnosed shortly after the baby is born, as the doctor, nurse, or parent shows the traits. And then chromosomal tests are required to confirm the diagnosis.

In a baby, the corners of the eyes are slightly raised, the face looks somewhat flat, the oral cavity is slightly smaller than usual, and the tongue is slightly larger. Therefore, the baby can stick it out - a habit that you can gradually get rid of. The palms are wide, with short toes and a slightly curved little finger. There can be only one transverse fold on the palm. There is slight muscle flaccidity (), which disappears as the child gets older. The length and weight are less than usual.

How does an extra chromosome manifest itself?

An extra chromosome affects health and the development of thinking. Some people with Down syndrome may have serious health problems, while others may have minor ones.

Some diseases are more common in people with Down syndrome, for example: congenital, some of which are serious and require surgery; hearing impairments are often encountered, and even more often - vision, thyroid diseases, as well as colds, often occur.

People with Down Syndrome usually have varying degrees of intellectual disability.

The development of children with Down syndrome varies greatly. Just like ordinary people, as adults, they can continue to learn if given the opportunity. However, it is important to note that, like every ordinary person, every such child or adult must be treated individually. Just as it is impossible to predict the development of any infant in advance, there is no way to predict in advance the development of an infant with Down syndrome.

Parents learn that the baby has a developmental disorder

All parents who survived this moment said that they experienced a terrible shock and reluctance to believe in the diagnosis - as if the end of the world had come. At this point, parents are usually terribly scared, and it seems that they want to escape from this situation.

Some parents try not to face the truth, hope that there was a mistake, that the chromosome analysis was performed incorrectly, and at the same time, they may be ashamed of such thoughts. This is a natural reaction. It reflects a common tendency for all people to hide from a situation that seems hopeless. Many parents fear that the birth of a child with Down syndrome will somehow affect their social status, and they will fall in the eyes of others - like people who gave birth to a child with intellectual disabilities.

It takes more than one month to return to your normal state, to start your daily activities, to establish familiar connections. Sadness and feelings of loss may never completely disappear, and yet many families facing this problem testify to the beneficial effects of such experiences. They felt that life had acquired a new, deeper meaning, and began to better understand what is really important in life. Sometimes such a devastating blow gives strength and brings the family together. This attitude towards the situation will most favorably affect the child.

Acquaintance with the baby

Some parents confess their unwillingness to get close to their newborn. However, at some point, they overcome their doubts and fears, begin to examine their baby, touch him, take him on the arms, take care of him; then they feel that their baby is above all and much more similar than not similar to other babies. Coming into contact with the child, mom and dad better feel his "normalcy". Parents usually strive to quickly get acquainted with the individual characteristics of the newborn.

Each family takes a different time to feel good with the child. Feelings of sadness can reappear, especially when circumstances remind parents that their child with Down Syndrome cannot do what their normal peers can.

How to tell others

Upon learning that a baby has Down syndrome, parents often cannot immediately decide whether to inform family and friends about it. In any case, relatives, friends, acquaintances will see that the child looks a little unusual, they will notice the stiffness and sadness of the parents. They will bring up a conversation about the newborn, and this can cause embarrassment or even strained the relationship. A conversation, however painful, can be an important step in helping your parents regain their confidence and peace of mind.

In turn, friends and family also do not always know how to react to such a sad news. They are afraid to offer help, so that it would not be regarded as interference in other people's affairs or idle curiosity, they are waiting for some sign that their presence is desirable, and that help may be useful. It happens that relationships collapse if parents wait and do not receive evidence of the previous disposition of those close to them. The wisest thing in this situation is to get down to business that usually follows the birth of a child: normal, generally accepted signs of attention will help parents feel better.

During this period, grandparents may need separate help. Their attention is focused on the adult children - the parents of the toddler, and they are painfully contemplating how to protect them from stress.

Conversation with the siblings of the newborn

If the youngest child in the family is born with Down syndrome, the parents face another challenge: what to say to their older children. There is a natural desire to protect them from the griefs of adults. Often, parents overestimate the sensitivity of their children to the experiences of adults and their ability to notice anything unusual in the appearance and development of the newborn. However, experience shows that it is important to talk to them as early as possible.

How can I help the baby?

Parents of children with Down syndrome, just like all moms and dads, are concerned about the question: what future awaits their children? What do they want for their children?

1. To be able to fully communicate both with ordinary people and with people whose capabilities are limited. Have real friends among both.
2. To be able to work among ordinary people.
3. Be a welcome visitor to places where other members of the community often come and participate in common events, while feeling comfortable and confident.
4. Live in a house that would correspond to the desire and material capabilities.
5. Be happy.

In order to learn how to interact with ordinary people the way it should, a child with Down syndrome must attend a regular public school. Integration into a regular school will give him the opportunity to learn to live and act as is customary in the world around him.

Integration can be different. The student can spend the entire school day in a normal school environment, while he is provided with the necessary assistance: special teaching aids are provided, additional staff is engaged with him, a special (individual) curriculum is drawn up for him. Or, although the child's main learning environment will be the regular classroom, the student may spend some of the time in a special classroom. At the same time, the number of hours spent in a special class is set in accordance with its individual needs and is coordinated with parents and school personnel in the process of drawing up an individual curriculum.

Many educators and parents are convinced that children with disabilities, regardless of the type of impairment, should attend the schools that the children in their neighborhood go to. If a child is taken to some other school, he immediately becomes not like everyone else in the eyes of the public. In addition, in this case, it is much more difficult for him to establish good relationships with peers and find friends among them.

The right of children with Down syndrome, like other children with disabilities, to maximum social adaptation, that is, to attend a regular kindergarten and school, is enshrined in Russia by law 1.

1 According to the Convention on the Rights of the Child (approved by the UN General Assembly on November 20, 1989), ratified by Decree of the USSR Supreme Soviet of June 13, 1990 No. 1559-1, “disabled children with mental disabilities, including children with Down syndrome , children with multiple psychophysical disabilities have the right to receive education and rehabilitation in the conditions of the greatest social integration in the system of general or special (correctional) education. " In accordance with paragraph 1 of Art. 16 of the Law "On Education", educational authorities ensure "the admission of all citizens who live in a given territory and have the right to receive an education of the appropriate level." At the same time, parents have the right to "choose the forms of education, educational institutions" for their children, provided for in paragraph 1 of Art. 52 of the RF Law "On Education".

We focus on international experience

One of the signs of our time is the amazing progress in the development and practical application of new methods of teaching children with mental retardation. First of all, this is "early pedagogical assistance" to these children from birth to 4-5 years (and their parents) and the above-mentioned "integrated education" - the upbringing and training of these children in district kindergartens and schools among normally developing peers. Parents and teachers began to better understand the need of such children for love, attention, encouragement; they were convinced that these children, like others, can study at school for their benefit, have an active rest and participate in the life of society. One of the consequences of this progress in civilized countries is that all children with Down syndrome are brought up in families, and not in special institutions outside the home. Many of them attend regular schools where they learn to read and write. Most adults with Down syndrome have jobs, find friends and partners, and can lead full and fairly independent lives among ordinary people. Our country is still at the beginning of this path.

We use new teaching methods

The growing popularity of early educational assistance programs is due to the results of their implementation. Comparative studies have shown that children with whom they studied under such programs, by the time they entered kindergarten and school, were already able to do much more than those whom they did not touch.

Many children began to attend regular local schools, where they study in general classes according to individual programs. According to research, all children perform better in education when they are integrated.

Being among typically developed peers, the special child receives examples of normal, age-appropriate behavior. By attending a community school, these children have the opportunity to develop relationships with children in their neighborhood. Attending a regular school is a key step towards integrating into local and community life.

Children with medium and even severe disabilities learn to read and write, communicate with the "healthy" people around them. They master these skills not because they are given some kind of "medicine", but because they were taught what is needed, when it is needed, and in the right way. In our country, centers for early pedagogical assistance are also being created and attempts are being made to integrate education of such children. In 1998, the Ministry of Education of Russia recommended for wide use the Program of early pedagogical assistance to children with developmental disabilities "Small Steps", authors: M. Petersi, R. Trilor.

Special profile

This is not to say that children with Down syndrome simply lag behind in their general development and thus need only a simplified program. They have a defined "learning profile" with specific strengths and weaknesses. Knowing the factors that make learning easier or more difficult allows teachers to better plan and select assignments and work more successfully on their implementation. Thus, the characteristic “learning profile” and techniques that have been successful in teaching children with Down syndrome must be taken into account, along with the individual abilities, hobbies and characteristics of each child.

Teaching children with Down syndrome builds on their strengths: good visual perception and visual learning abilities, which include the ability to learn and use signs, gestures and visual aids; the ability to learn the written text and use it; the ability to learn from peers and adults, the desire to copy their behavior; the ability to learn from the materials of the individual curriculum and in practical classes.

Relationship with parents, with peers

Emotionally, children with Down syndrome are not much different from their healthy peers. Due to a more limited circle of friends than "ordinary" children, children with Down syndrome are more attached to their parents. Friendship with peers is of particular value for these children. By imitating them, children with Down syndrome can learn how to behave in everyday situations, how to play, how to roller skate, how to ride a bicycle.

In order to establish positive, friendly relations between children with disabilities and normally developing peers, programs of mutual support and patronage of students and the involvement of children with disabilities in extracurricular activities - circles, sections, etc. should be carried out. Within the framework of mutual support programs, normally developing children help children with disabilities complete assignments, prepare for "control", participate in other class and extracurricular activities and activities, etc. This is important primarily for "healthy" children because it creates a favorable learning environment for all children. Experience shows that this is how the priority of universal human values, the free development of the individual is affirmed, civic consciousness, tolerance, and respect for human rights and freedoms are cultivated.

After school

In democracies, many young people with Down syndrome receive primary vocational education after graduating from school, in one way or another in line with their interests and opportunities. This allows them to find work in a wide variety of fields. They can work as kindergarten teachers 'assistants, nurses' assistants in clinics and social institutions, perform various technical work in offices (they are especially good at working on a computer), work in the service sector - cafes, supermarkets and video libraries, as well as lead other professional activity. There are cases when people with Down syndrome are involved in creativity in the visual arts, music, choreography, theater and cinema. In 1997, the actor with Down syndrome, Pascal Duquesne, won the Grand Prize for Best Actor at the Cannes Film Festival!

Family experience

"A duckling can fly, but I can’t. He has wings, but I don’t. He has a long nose, and I have a short one. The duckling can swim, and I can swim too. The duckling is good and kind. How does he look? "I already said that he has a long nose. It is yellow speckled, covered with down. Let's say I go into the forest, I have a long nose, feathers grow, I become yellow speckled, I have wings, I can fly on heaven! And I am a duckling! "

This essay on the theme "I am like an animal, in motion" was written by our daughter Vera, a 7th grade student. It seems like a small achievement for a 15-year-old, but not for someone with Down syndrome.

This diagnosis was made to her in the hospital, almost immediately after birth, which plunged my wife and me into the abyss of difficult experiences for a long time. All the joy and triumph from the birth of a child turned inside out.

We were comforted a year later at the European Congress of Organizations of Parents whose children were born with Down syndrome. We saw the eyes of these parents, calmly and confidently looking into the world, and - with the light of love and joy - at our child. We learned the name of this view - "stimulating", inspiring for life and development. Before that, there were nervous searches for information, advice like "just take care of it" and the hope that the diagnosis is wrong, behind which you can hide at least for a while.

With the first successes of Vera, the joy of communication appeared, and gradually we ourselves learned to “shine” our eyes on our daughter. We learned to treat the child - our own and others - with the expectation of success, learned to create a "developing environment", which, of course, is not easy in our life.

Would it have comforted us earlier, at her birth, with this future essay and a long list of accomplishments, including the last one - dancing in the flamenco style and training in the badminton section? I think yes.

Would all those difficulties upset us - the "barriers" that we habitually overcome in everyday life, frustrations that suddenly overtake when you meet her peers and peers who are much more skillful and independent? Finally, the efforts that the whole family, including the closest relatives, made for its development and education? We don't know ...

We have become different - stronger, braver and older.

But even being younger and more arrogant, we created an organization of parents - the Association "Down Syndrome", in order to protect the rights of our children, as do the same parents in the West, and pass on the generalized experience.

Discussion

I have ordinary children, and I love them very much, but I admire the parents of children with the syndrome so much that I just want to thank them for not giving up that you love, that you believe, that you are happy, just great

10.01.2019 23:45:43, Sergey

Judging by the fact that you have already done the triple test, you can already do the non-invasive prenatal genetic test Prenetix. It is performed at Genetico from 10 weeks of pregnancy. Do not worry. I'll be honest with you - my triple test results were generally wrong. I was shocked until I found out about it.

12/14/2015 11:07:36 AM, Moiseenko

And for how long can I do it or is it already possible?

12/14/2015 11:06:44 AM, Ponomarenko

And it shows whether the child has Down syndrome or not. Prenetix is \u200b\u200ba study done on the basis of blood from a mother's vein. You just need to donate blood and wait for the test results.

12/14/2015 11:05:05 AM, Yarmilko

And what does this test show?

12/14/2015 11:04:33 AM, Kirichenko

If you are very nervous, do the non-invasive prenatal genetic test Prenetix [link-1] at the Genetico Medical Center and you will know for sure what to expect. This test is a great alternative to amniocentesis. I think you will be fine!

12/14/2015 11:02:43, Bondarenko

Confused. The results of the triple test came, nothing is clear. The doctor said on the phone that there are risks of giving birth with diabetes. How so? What to do? I don't really trust analyzes.

12/14/2015 11:01:05, Ponomarenko

On September 11, 2008, the Sverdlovsk Regional Public Organization "Solar Children" appeared, our website is http://www.sundeti.ru/

20.12.2008 09:50:59 20.10.2008 20:15:28, Vladimir Trofimov

Dear parents like us! We are very glad that you liked the article, it came in handy, thank you very much for the kind words and heartfelt stories. We will go to the sites. Come and visit us at //mdrr.org.ru there is our latest information on inclusive education, still under the old name - integrated ... Our latest achievement - together "sat down" on the Beach Diet - a good school of self-discipline.

14.10.2008 20:09:25, mama2008

Hello! We have an adored daughter with SD, almost 5 years old. We are going to a good garden, we are working with a speech therapist and a defectologist, sometimes it’s morally not sweet, thank God, mother-in-law! She supports me very much. But I want to say, if it was possible to miraculously return the time- not to give birth to my Dasha, but to give birth to another, healthy child - never, never would have given up on her - Love. It's still a shame for that time, after the diagnosis, when I thought to leave her ... but it's good that I thought better of it, every time I kiss her and -that. A big request, write if anyone has useful information, otherwise our city is small, everything is not very convenient here for such cases

08.10.2008 13:43:27, svetlana

Hello. I have a son with Down syndrome. When they told me in the maternity hospital, about the diagnosis, I, like everyone else, did not want to believe that this simply could not be with us. but alas, all this was later confirmed. Yes, they said to me, give up the child, but my husband and I said that this is our blood, so someone wanted it, we will make every effort to raise our baby. Yes, I can say, I do not know what joy the mother of a healthy baby experiences when he achieves something. But my husband and I are so happy when our baby has learned something and we feel so proud of him. He's just a miracle. Now, when we are 1 year and 6 months old. we cannot imagine our life without our Sasha.
The only thing I can tell my parents, whose fate has decreed according to the same scenario, do not despair. EVERYTHING WILL BE FINE. Every dog \u200b\u200bhas his day.

28.09.2008 11:02:40, Maria

i have a daughter with Down syndrome, now she is 1 year and 3 months old. When everyone learned the sad news, and this happened back in the hospital, my husband and mother-in-law persistently asked to give up my treasure. I didn’t do it, and I don’t regret it a bit. on the contrary, now we live with her in two and are very happy. my Vlada is very sociable, she understands when they play with her and takes an active part, literally a week ago she learned to walk in a crib, although doctors frightened me that she would go at 3 years at best. I rejoice at her every success, and together with me all my relatives, and there are a lot of them and everyone is madly in love with my daughter! love your children as they are, and they will answer us in kind. Personally, I can't imagine my life without my daughter. Ekaterina, 23 years old

09/26/2008 00:42:59, Ekaterina

Please tell me where to go to get a kindergarten for a down child, we lived in the Saratov region, moved to Moscow, a 6.5-year-old child went to kindergarten for 2 years before

07/22/2008 15:49:35, Alexey

Thank you for the article! I am also a mother of a child with SD. Dear Parents! Visit my website: Sunny children with SD: http://sunchildren.narod.ru/ We will communicate and support each other!

06/20/2008 16:00:28, Olga

Comment on the article "Children with Down Syndrome. Opportunities for Social Adaptation"

Thanks for the ideas, we will make it come true :)

Discussion

Unsubscribe what went))

“It’s as if a person were on the planet of birds and we need to teach him how to chirp - well, this chirping is absolutely unfamiliar to a person and he does not consider it a serious speech.”
Well, actually, everything is simple, he will need to chirp when, without chirping, others will not understand him;) Ie. any information you study must be applied in everyday life: "go and bring me 2 + 2 pencils ... find the object with the letter A ... make up" cake "from the letters and get a piece ..." and other garbage in the current daily life.

IMHO, such a sitting in front of the screen alone (without a mother), on which someone else's aunt somewhere out there says something, you absolutely do not understand what you need, can only discourage the desire to learn something. My Kristya would not sit out for these 5 minutes (at her age 5-9, for sure, now at 17 she will, I think): (You have a remarkably assiduous boy :)

Actress and TV presenter Evelina Bledans often pleases fans with photos of her son Semyon, and today the boy is celebrating his birthday. "Today we are 4 years old. Tigers have already begun to congratulate." Evelina Bledans went to Thailand to celebrate the big event. "We flew to Thailand for health. The suitcases are not very plump yet, but fruits - vegetables in large quantities and other usefulness will go back." The charming Syoma, who was born with Down syndrome, makes everyone smile.

Down Syndrome. Is the third superfluous? Not so long ago, a broadcast on radio "Echo of Moscow" caused a heated discussion in blogs. The theme was: “Do“ handicapped children ”have the right to life, or is it better to“ kill them so that they do not suffer and torment others ”. Of course, we have freedom of speech and all that stuff, but there are things that cannot be discussed and questioned, including the right of children to life. I understand that someone needs a rating at any cost, and the person who raised this topic received it, but how could ...

Children with Down syndrome. Opportunities for social adaptation. Down syndrome - how to recognize?

Today, the actress, TV presenter and mother of 2-year-old Semyon Evelina Bledans presents her "Star Blog" on 7th.ru. Evelina, a member of the Pampers Trendy Mama project, brings together celebrity mothers - fashionable, bright and energetic. They work actively, managing to pay attention to the family, and take a responsible approach to the issues of upbringing, health and care of babies, taking care of them with Pampers Premium Care diapers. Greetings to mothers of the most beautiful children in the world. Probably many of you know my ...

7-year-old Natty Golenevska took part in the advertising campaign for Back To School for the Sainsbury brand. The girl with Down syndrome was selected from among hundreds of other candidates. The activists supported the decision of the largest children's clothing company to involve a child with disabilities in advertising. Sainsbury's decision to invite Natty Golenevska to advertise school uniforms is another step towards more loyalty in society for those suffering from Down syndrome ...

Several years ago, the government and the Ministry of Education and Science set a course for barrier-free education. Inclusive kindergartens and schools began to develop in Russia. However, as sociological polls show, the attitude of society towards inclusion is still ambiguous. The Paralympic Games in Sochi showed that people with disabilities can live a full life and achieve high results in various fields, even in professional sports. Russian Paralympic Champions ...

An unpleasant Situevina happened to us, the other day .. On Friday we were walking home from the playground, from the window of the 9th floor, first an apple was thrown at us, which fell next to Dashka, and then a bag of water, which flew ten centimeters from Timkina's head. This has already happened once, a couple of years ago, we then suspected the wrong apartment .. but this is in the past .. this time, half an hour before us, they launched an egg into the car of a friend who had just parked ... well, actually me I stand looking at the windows, I ...

Discussion

Management, there is, do the following: when you or your child, no matter where a big bruise appears, go to the police and write a statement that "FUCKED with an apple."
And so every time, I think, there is still a different category than "flew past" and there will be authority (maybe YU will turn on and the child will be taken to the boarding school, because the problem is not in the child, but in the mother, who does not do her job - raising children ).

Anastasia, I will not blame you in anything! and in principle I do not blame anyone!
I am not defending a child who almost did harm .... it’s just wild for me in this situation that mothers advise another mother to punish a 10 year old child.
iMHO .. but I think that this is not a problem in the child .. but in his unlucky mother, who scored X on him and he grows by himself. Children do not grow up as monsters, they are made by their parents.
i don’t know if this is a problem of the whole yard .. why don’t you get yourself together with mothers and shake the mother of this child ... why direct the aggression for 10 years?
and living in such an aggressive society, what do you all expect from children? Where did they get it from? from children's books? no! they look at adults and repeat their actions and words! we teach children about violence!
i wish you all well!

Grandma is great. I recently saw in England a nice young man with SD worked at the reception in England, he spoke at least three languages \u200b\u200b(I heard) and did an excellent job with his duties.

Social adaptation group for children with Down syndrome. Classes are held once a week for 1 hour. The lesson consists of several parts: - speech therapy lesson - free play - singing songs and nursery rhymes with movements - music lesson. The number of children in a group is 5-6 children. Each child is accompanied by an adult who assists the child in the classroom and is an active participant in the group session. Age of children: The first year of study - from one and a half to two, two and a half years ...

Today, a huge number of malformations and congenital deformities that require surgical intervention are known. The most common of these are cleft lip and palate. Using the example of this disease, one can clearly trace the influence of the duration of surgical treatment on the further development of the child and his adaptation in the team. The achievements of recent years have made it possible to perform surgical treatment of cleft palate for up to a year. This approach has significantly increased the percentage of children ...

Opportunities for social adaptation. Children with Down syndrome will have a rest in a camp near Moscow. The vast majority of children with Down syndrome can learn to walk, eat, dress, talk, play, and exercise.

Discussion

In the CAO Children's Center "Soliton" (solo tone). The center is not narrowly "specialized" in working only with children with Down syndrome. They train children from 0 (!) To 7 years old. My daughter has been going there for the third year.
Besides groups for "ordinary" children, there are 2 groups for children with disabilities. “Other” children arrive on Saturday (from 12.00 to 14.00). In this group, 2 "down girls" are engaged, I myself see them almost always when I come for my beauty (she works on Saturday from 10.00 to 12.00). The Center is located in the Krasnoselskaya metro area.
The exact information can be found at the link, but it seems better to me by the phone number indicated on the site. Actually, most of the downs' problems are associated with an increase in the dose of literally several genes associated with the accumulation and removal of peroxides, especially hydrogen peroxide. Downs have this hydrogen peroxide in the blood and body tissues a little more than normal, hence most of the trouble. If these genes, critical for Down, simply double in one of the paired chromosomes, almost all symptoms with consequences will be, although no chromosomal analysis of abnormality will reveal. The same will happen with the mutation of 1-2 enzymes with a change in their activity. In this sense, the karyotype is, of course, needed. But a normal karyotype in the presence of problematic signs is not a panacea.

Children with Down syndrome. Opportunities for social adaptation. Down syndrome - how to recognize? Children with Down syndrome will have a rest in a camp near Moscow. The vast majority of children with Down syndrome can learn to walk, eat, dress, talk ...

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Ministry of Education and Science of the Russian Federation

Federal State Budgetary Educational Institution of Higher Education-

"Vladimir State University

named after Alexander Grigorievich and Nikolai Grigorievich Stoletovs "

COURSE WORK

Education and upbringing of children with Down syndrome

Ustinov Konstantin Vladimirovich

• INTRODUCTION
• CHAPTER 1. PSYCHOPHYSIOLOGICAL FEATURES OF THE DEVELOPMENT OF CHILDREN WITH DOWN'S SYNDROME
• 1.1 Description syndrome Down
• 1.2 Development of children with Down syndrome
• 2.1 The upbringing process
• 2.2 Tips oneducation for parents
• CHAPTER 3. LEARNING A CHILD WITH DOWN SYNDROME
• 3.1 Practical lesson for the development of the social and emotional sphere of children with Down syndrome
• 3.2 Games and activities with children with Down syndrome
• 3.3 Unconventional methodsrehabilitation children with Down syndrome
• CONCLUSION
• LIST OF USED LITERATURE

INTRODUCTION

Relevance. The problem of raising and educating children with the syndrome is currently very important in pedagogy and psychology. According to statistics, the frequency of births of children with Down syndrome is 1 in 800 or 1000. And due to mental and physical deficiencies, they cannot with the same ease master the necessary skills for life and ordinary existence in society without special help, unlike healthy peers ... Therefore, the question of the development of specialized teaching and upbringing methods is of particular importance.

Every person born into the world has a right to exist, and the goal of the rest of society is to help everyone, including children with genetic defects, become a full-fledged person. After all, this is an indicator of the civilization and humanity of modern society.

Down syndrome and the problems of education and training are studied mainly within the framework of defectology, along with other deviations and disorders of mental development. The problems of defective development were studied by L. S. Vygotsky, A. E. Lichko, A.R. Luria, R. T. Avgustov, L. O. Badalyan, I. P. Bryazgunova, and others.

goal - study of the developmental features of children with Down syndrome.

An object - children with Down syndrome.

Thing - the influence of the features of Down syndrome on the process of education and upbringing.

Tasks.

1. Study theoretical material on the topic "Down syndrome"

2. To draw up guidelines for the process of teaching and upbringing of children with Down syndrome.

Theoretical significance: the works of R.T. Avgustova, A. Bakka, M.A. Belyaeva, E. Koshnova, T.M. Grabenko, P.L. Zhiyanov. down child rehabilitation education

Practical significance: the outline of the lessons was developed. The coursework material can be useful for parents and teachers of special educational institutions.

CHAPTER 1.PSYCHOPHYSIOLOGICAL FEATURES OF THE DEVELOPMENT OF CHILDREN WITH DOWN'S SYNDROME

1.1 Description of Down syndrome

Down syndrome is the most common genetic abnormality. According to statistics, one in six hundred to eight hundred newborns is born with Down syndrome. The word "syndrome" refers to the presence of certain signs or characteristics. Down syndrome was first described in 1866 by the British physician John Langdon Down and named for him. Almost a century later, in 1959, the French scientist Jerome Lejeune substantiated the chromosomal origin of this syndrome, and today we know that Down syndrome is a genetic condition that exists from the moment of conception and is determined by the presence of an additional chromosome in human cells.

Human cells normally contain 23 pairs of chromosomes. One chromosome in each pair is inherited from the father, the other from the mother. Down syndrome occurs when one of three cell division abnormalities occurs, in which extra genetic material is attached to the chromosome of the 21st pair. It is the pathology in the 21st pair of chromosomes that determines the child's traits characteristic of this syndrome.

Three genetic variations of Down syndrome:

1. Trisomy 21.

2. More than 90% of cases of Down syndrome are caused precisely by trisomy in the 21st pair. Children with trisomy 21 have three chromosomes in pair 21 instead of two. Moreover, all the cells of the child have such a defect. This disorder is caused by an abnormality in cell division during the development of the egg or sperm. In most cases, it is associated with a nondisjunction of chromosomes during the maturation of the egg (about 2/3 of cases).

3. Mosaicism.

4. In this rare form (about 2-3% of cases) of Down syndrome, only a few cells have an additional chromosome in the 21st pair. This mosaic of normal and abnormal cells is caused by a defect in cell division after fertilization.

5. Translocation.

6. Down syndrome can also occur if part of chromosome 21 of a pair is shifted towards another chromosome (translocation), which occurs before or during conception. Children with this condition have two chromosomes in pair 21, but they have extra material from chromosome 21 that is attached to another chromosome. This form of Down syndrome is rare (about 4% of cases).

In most cases, Down syndrome is not inherited. Only one rare variant of Down syndrome associated with chromosome translocation can be inherited. Only 4% of children with Down syndrome have translocation, about half of whom inherited this genetic defect from one of their parents. When a translocation is inherited, it means that the mother or father is a balanced carrier of the genetic mutation. A balanced carrier has no signs of Down syndrome, but he can pass gene translocations to his children. The chance of inheriting a translocation depends on the gender of the host. If the carrier is the father, the risk of transmission is about 3%. If the carrier is the mother, the risk of transmission is 10 to 15%.

Concomitant diagnoses that complicate adaptation and learning

1. Problems with teeth. Teeth are usually erupted later. Sometimes one or more teeth are missing, and some may have a different shape than normal teeth. The jaws are small, which often causes the molars to interfere with each other. Most children with Down syndrome have less tooth decay than normal children.

2. Heart defects About half of children with Down syndrome have congenital heart defects that may require surgical treatment at an early age. The most common types of heart defects are: atrial septal defect (ASD) - 30.2%; common open atrioventricular canal - 24.1%; ventricular septal defect (VSD) - 23.1%; combination of ASD and VSD - 10.8%; others, such as tetrad of Fallot, pulmonary stenosis, etc. - 11.8%.

3. Tumors in children with Down syndrome are very common malignant tumors, the most common type of which is leukemia. Thus, acute lymphoblastic leukemia occurs in children with Down syndrome 10 times more often than in ordinary children, and the megakaryoblastic form of acute myeloid leukemia is 50 times more likely. 20% of newborns with Down syndrome develop transient leukemia, while in healthy people this form of cancer is practically not manifested. It is usually benign and goes away on its own, but it can cause many other diseases. People with Down syndrome are 12 times more likely to have large tumors and 7 times more likely to have liver cancer, while lung and breast cancers are only 0.5 times more likely.

4. Vision problems. Many people with Down syndrome have vision problems (approximately 60-70%).

5. Hearing problems. Many children with Down syndrome experience hearing problems, especially in the early years of life. Up to 20% of children may have sensorineural hearing loss caused by defects in the ear and auditory nerve.

6. Diseases of the gastrointestinal tract. People with Down syndrome often face problems and diseases of the gastrointestinal tract, such as duodenal atresia, hernia of the white line of the abdomen, inguinal hernia, Hirschsprung's disease, in which there are no nerve cells responsible for controlling the function of part of the colon, which leads to constipation ... In addition, they have anus atresia (absence of the anus, which is treated surgically), annular pancreas and other diseases of the gastrointestinal tract. In most cases of diseases of the gastrointestinal tract, surgical intervention is required.

7. Diseases of the urethra. Children with Down syndrome may have urinary problems, in which there are abnormalities in the structure of the urethra. In addition, boys may have inflammation of the foreskin and dropsy of the testicles, which can be congenital or acquired.

8. Infectious diseases. Due to a weakened immune system, children with Down syndrome are very susceptible to various infectious diseases, including colds.

9. Diseases of the thyroid gland. Hypothyroidism or decreased thyroid function occurs in a third of patients with Down syndrome. The reasons may be, as the absence of the thyroid gland already at birth, and its defeat by the body's immune system. It is very important to check the function of the thyroid gland annually, because problems with it can begin at any time. If problems with the thyroid gland are congenital, then the treatment lasts a whole life, and if acquired, then the timing may be different.

10. Dementia. Dementia is acquired dementia, a persistent decrease in cognitive activity with a loss to one degree or another of previously acquired knowledge and practical skills and the difficulty or impossibility of acquiring new ones. Dementia symptoms usually start before people with Down syndrome reach their 40s.

11. Sleep apnea. Due to abnormalities of soft tissues and skeleton, patients are prone to airway obstruction. People with Down syndrome have a high risk of obstructive sleep apnea.

12. Obesity. People with Down syndrome are more prone to obesity, and therefore children with Down syndrome are advised to follow a diet: a minimum of sweet and starchy foods.

13. Neurological diseases. People with Down syndrome are at increased risk of developing epilepsy and Alzheimer's disease. By the age of 50, the risk of developing dementia increases from 10% to 25%. People with diabetes between the ages of 50 and 60 are 50% more likely to develop it than the average elderly. From 70 years old - 75% more often.

14. Breathing. Due to the structural features of the oropharynx and the large tongue, people with Down syndrome may experience respiratory arrest during sleep. If such problems rarely occur and do not seriously interfere, then treatment is not carried out. In rare cases, such as when a person with Down syndrome has a tongue that is too large, surgery is performed to reduce it. As a result, not only the breathing problem is solved, but the ability to speak more clearly is also increased.

15. Anomalies of the structure of the musculoskeletal system.

Children with Down syndrome often have problems with the structure of the musculoskeletal system. The most common manifestations are hip dysplasia, missing ribs on one side of the body or both, curvature of the fingers (clinodactyly), chest deformities, or short stature.

16. Infertility. Down syndrome affects the ability to reproduce. In most cases, with rare exceptions, men are infertile, which is associated with impaired sperm development. At the same time, women with Down syndrome are able to give birth and have monthly periods. However, menstrual irregularities and early menopause are possible. Down syndrome in women leaves a significant imprint on pregnancy, fetal development and childbirth. Pregnancy can result in premature birth or miscarriage. At the same time, there is a high probability of having a child with Down syndrome (50%).

17. Short life expectancy. The life expectancy of patients with Down syndrome largely depends on the degree of developmental delay. At the same time, back in the 1920s, such children did not live to be 10 years old.

18. Problems with the development of speech. Children with Down syndrome have developmental deficiencies in speech, both with the pronunciation of sounds and with the correct construction of grammatical structures. Lag in speech development is caused by a combination of factors, some of which are due to problems in speech perception and the development of cognitive skills. Any lag in the perception and use of speech can lead to a delay in intellectual development.

Common features of speech lag:

* less vocabulary, leading to less broad knowledge;

* gaps in the development of grammatical structures;

* the ability to learn new words rather than grammatical rules;

* greater than usual problems in the study and use of common speech;

* difficulties in understanding tasks.

In addition, the combination of a smaller oral cavity and weaker oral and tongue muscles make it physically difficult to pronounce words. The longer the sentence, the more articulation problems arise.

For these children, speech development problems often mean that they actually have fewer opportunities to engage in communication. Adults have a tendency to ask them questions that do not require answers, and also to complete sentences for them without helping them to say for themselves or giving them enough time to do so. This leads to the fact that the child receives:

* less verbal experience that would allow him to learn new words of the sentence structure;

* less practice to make his speech easier to understand.

1.2 Development of children with Down syndrome

Cognitive development

The cognitive development of children with Down syndrome varies greatly from case to case. It is currently impossible to determine before birth how well a child will learn and develop physically. Determination of the best practices is done after birth with early intervention. Because children have a wide range of opportunities, their success in standardized school can vary greatly. Learning problems that are present in children with Down syndrome can also occur in healthy children, so parents can try to use the general curriculum taught in schools.

In most cases, children have speech problems. There is a certain delay between understanding the word and its reproduction. Therefore, parents are advised to take their child to study with a speech therapist. Fine motor skills are delayed in development and significantly lag behind other motor qualities. Some babies may begin to walk as early as two years old, and some only as early as 4 years after birth. Physical therapy is usually prescribed to speed up this process.

Often, the rate of development of speech and communication skills is delayed and helps to identify hearing problems. If present, early intervention is treated or hearing aids are prescribed.

Children with Down Syndrome at school are usually assigned to different classes. This is due to the decreased learning ability of children with Down syndrome, and their very likely lag behind their peers. Requirements in science, art, history and other subjects can be unattainable for such children or achieved much later than usual, for this reason, distribution has a positive effect on learning, giving children a chance. In some European countries, like Germany and Denmark, there is a “two-teacher” system in which a second teacher takes on children with communication problems and mental retardation, but this happens within the same class, which prevents the increase in the mental gap between children and helps the child develop communication skills also independently.

As an alternative to the “two teachers” method, there is a program of cooperation between special and general education schools. The essence of this program lies in the fact that the main classes for lagging children are held in separate classes so as not to distract the rest of the students, and various activities such as walks, art classes, sports, breaks and food breaks are held together.

To determine what a child can and cannot do in comparison with his peers, his development can be assessed using tables that describe the child's skills from birth to three years in different areas of development:

Social development

1-3 months

Screams or makes faint sounds before eating. "Coos" when they talk to him. She expresses her emotions by voice.

4-6 months

Rejoices when an adult picks up. Recognizes loved ones. Reacts differently to strangers and familiar people.

7-9 months

Recognizes an adult acquaintance and reaches out to him. Laughs out loud when tickled. Smiles when an adult makes faces at him. Tries to attract the attention of an adult by reaching out to him. Plays hide-and-seek ("ku-ku"). Can repeat the words "ma-ma", "yes-yes." Likes to drop toys for an adult to pick them up. Cries when the toy is taken away.

10-12 months

Whimpers or cries when scolded. Resists when an adult or another child tries to take a toy away from him. At the request of my mother, she holds out toys. Shows love for mom by hugging her. Indicates the item he wants to take. Claps her hands when asked.

13-15 months

Mimics the facial expression of an adult. He tries to repeat words after the adult. Knows how to show the bye-bye gesture, clap his hands. Shakes his head in denial. On request, kisses an adult.

16-18 months

Helps to clean toys. Fulfills simple requests: takes the cup to the kitchen, holds out the named item. Usually shares toys or other things.

19-21 months

Brings a book to be read to him. He asks for help if he cannot cope.

21-24 months

Sometimes he says "no" when adults actively impose their communication. However, not all children at this age can say “no” and obey the demands of adults.

25-30 months

Plays with other children.

31-36 months

Sympathizes with the crying child, tries to help and comfort him. Expresses complaints in words. Greets: says hello or something similar.

Developing self-service skills

1-3 months

Knows how to suck and swallow.

4-6 months

Allows you to dress yourself without a negative reaction: does not cry, does not be capricious, does not resist.

7-9 months

Holds, bites and chews cookies. Drinks liquid and cups held by an adult.

10-12 months

He takes food with his hands, pulls it into his mouth. Tries to take food with a spoon.

13-15 months

Raises her arms high to help Mom dress herself. On request, he takes off his hat and mittens. Drinks from a cup on his own.

16-18 months

Brings a spoon to mouth, spilling a little. Can take off socks. He takes off his shoes on his own. Tries to wash his face and hands.

19-21 months

Eats from a spoon, spilling a little. Fulfills the requests of adults: goes to another room and brings the named object, for example, a spoon or a cup, etc.

22-24 months

Washes his hands under the tap. Learns to dry her hands with a towel. Stir sugar in a cup. He takes off his unbuttoned jacket.

25-30 months

Drinks through a straw. Eats from a spoon, still spilling. He wipes his hands on his own. With gestures or words, he shows what he wants for the pot. Remains dry if sits on the pot every 2-3 hours.

31-36 months

Eats with a fork, but gets dirty. He takes off his pants when he goes to the toilet. Washes his hands. Sits on the pot by himself. Unfastens large buttons, Velcro, zippers. Puts on a jacket, trousers, but does not fasten.

Development of gross motor skills

1-3 months

Lying on his back, he alternately dangles his legs and arms. Turns his head to the side. Raises the head at least 45 mm. from the surface and holds it for 10 seconds. Leans on both forearms and holds the head for a minute.

4-6 months.

Lying on his back, playing with his legs. Actively rolls over from back to stomach. Lying on his stomach, raises his head and rests on outstretched arms. In a sitting position, he keeps his head straight, and leaning to the side, holds his head well.

7-9 months

Holding the fingers, pulls up from a sitting position and exerts its own strength. Can sit on his own for 5 seconds, leaning on his hands forward. Begins to crawl, can sit on its own for a minute.

10-12 months

Swinging on all fours. Sits down from a prone position, bending the legs and turning the body. Crawls on all fours. Can stand independently, takes several steps forward if supported by the hands. He walks with a side step, holding on to furniture. Goes forward, holding the hand of an adult.

12-15 months

He walks on his own. Standing, throws the ball. Rises on his own from the floor.

16-19 months

He climbs and descends a three-step staircase with an added step, holding onto the rail or the hand of an adult. He walks sideways. Runs awkwardly. Bends down and picks up an object from the floor without support. Takes three steps back.

20-23 months

Kicks the ball without holding the support with his hand. Takes three steps on toes. Jumps in place.

24-27 months

Can stand for 3 seconds on one leg (can lean with one hand on a support). When jumping, tears off both legs and falls on the whole foot. Kicks the ball with his foot. He goes up and down the stairs on his own.

28-31 month

Takes five steps on tiptoes. Can jump once in place and does not fall. He sits down on a small chair by himself and gets up.

32-36 months

Rides a tricycle while pedaling. Stands on one leg and maintains balance. Climbs the stairs in alternating, or adult steps, becoming one foot per step. Runs well. Throws the ball forward.

Development of fine motor skills

1-3 months

Compresses and unclenches the cams. Lying on his back, brings his hands to his mouth. Examines pens, plays with fingers. Grabs the rattle for a short time and releases it.

4-6 months

Stretches with one or both handles to the object, grabs it. Shakes a rattle in his hand for a short time. Brings the pens along the more harmful line, examines them. Pulls objects into mouth.

7-9 months

Shifts the object from hand to hand. Picks up the object with both hands. Claps her hands.

10-12 months

Grips small objects with your fingertips. Holds an object in his hands, examines it. Throws items into a box or jar.

12-15 months

Grabs small objects (biscuit crumbs, sugar, raisins) with an extended forefinger and thumb (tweezers). Rolls a car on wheels. Separates objects, removes pegs from a board with holes. Holds a pencil, draws doodles. Turns pages in a book.

16-19 months

Turns the rotating bottle cap in different directions. Places a die or a die. Puts rings on the rod of the pyramid. Inserts the cord into the ball hole.

20-23 months

Holds three cubes with his hands, places three cubes on top of each other. Draws horizontal and vertical lines. Unfolds a wrapped item. Turns over one page of the book.

24-27 months

Puts two or three balls on the lace. Builds a tower of five cubes or more. Catches a rolling ball. Places small items in a jar with holes. Draws circles on paper with a pencil.

28-31 month

Folds paper in half after showing. Draws a flat spiral. Can cut paper with scissors, but does it awkwardly. Pours liquid from one container to another.

32-36 months

Opens screw caps. Draws (unevenly) with a pencil along the contour of a square, a circle. Draws a cross according to the pattern. Rolls out the plasticine.

Cognitive development

1-3 months

Follows the movement of an object with his gaze. Fixes (stops) the gaze on the surrounding objects. Recognizes a familiar person.

4-6 months

Reacts to the disappearance of the face: he is surprised or perplexed when an adult covers his face with his palms ("peek-a-boo" game). Shows a desire to receive something (turns his head to the subject of interest).

7-9 months

Keeps track of an object falling from the table. Looks attentively at his reflection in the mirror. He knocks on objects, feels them and pulls them into his mouth.

10-12 months

Plays hide-and-seek ("ku-ku"). Pulls out items and boxes. Looks at an object shown by an adult. Finds a toy hidden under a cup or glass.

13-15 months

Pulls the toy by the cord. Puts a small glass into a large one. He hits the table with two dice. Tries to "paint".

16-19 months

Points to the object of interest with his finger (pointing gesture). Finds an object hidden in front of his eyes under one of the cups. Understands the purpose of household items. Shows three to five body parts on the doll.

20-23 months

Shakes out a small object from the bottle. Shows at the request of two people and close associates. Recognizes five to six objects of the environment or shows them in pictures in the book (upon request). Inserts a square, a circle into the corresponding slots.

24-27 months

Inserts a square, triangle, circle into the slots. Understands who owns objects, says "mine", "me." Finds and shows two or three pictures upon request. “Talking” with toys when playing with them.

28-31 month

Builds a train from cubes. Among the pictures, Lotto finds one “same picture” that an adult asks for. Fulfills complex requests such as "Take the doll, feed it and put it to bed." Understands the meaning of the prepositions "on", "under".

32-36 months

Sorts items by two colors (red, blue), puts them in different boxes. Knows the purpose of many items (clothing, food). Shows the parts of the body that he touches (while he can close his eyes). On request gives "one" and "many" items.

Speech development

2-6 months

Recognizes mom's voice. Reacts to voice with a smile. Perceives intonation. Makes sounds when spoken to. Before feeding, it becomes more active, begins to walk.

7-9 months

Smiles if an adult makes a funny face. Reaches out for a familiar person. Laughs out loud when tickled. He tries to attract the attention of adults, babbles more actively, stretches out his hands.

10-12 months

Reacts to praise and prohibition, understands the meaning of the words "no", "well done." Understands the meaning of simple “Come to me” requests.

13-15 months

To the question of an adult "Where ...?" looks for a well-known toy with which he had previously played. Understands when they say goodbye to him (bye-bye gesture). Mimics the noises of the environment. Pronounces meaningfully the words "mom", "baba".

16-21 months

Singing along to children's songs. Expresses desire in words ("give", "am-am"). Names familiar items in response to a question.

22-26 months

Repeats a familiar word after the adult. Uses the words-negation "no", "no-no" in speech. Speaks the first two-word sentences in a "childish" language, for example, "BBC, tu-tu!", "Mom, ohm!"

27-30 months

Calls his name. Repeats simple sentences of three to four words after adults. He speaks in simple and complex sentences, but can pronounce sounds incorrectly, for example, softens hard consonants (there - tyam, no - no, guy - chai, etc.).

31-36 months

Repeats short verses of two or three lines after adults. Speaks in three-, four-word sentences and more. Builds complex sentences ("When we go for a walk, I'll take a typewriter!").

Factors making learning difficult

Children with Down syndrome have learning difficulties, which can be caused by:

1) lag in motor development: fine and general motor skills;

2) possible problems with hearing and vision;

3) problems with the development of speech;

4) weak short-term auditory memory;

5) shorter concentration period;

6) difficulties in mastering and memorizing new concepts and skills;

7) difficulties with the ability to generalize, reason and prove;

8) difficulties in establishing a sequence (actions, phenomena, objects, etc.);

9) difficulties in performing non-verbal tasks (classification of objects, counting operations, etc.);

10) increased fatigue and instability of attention.

CHAPTER 2. Raising Children With Down Syndrome

2.1 The upbringing process

From the first months of life, children lag behind in psychomotor development. Most of them later develop speech and have defects in sound pronunciation. Children do not understand well the speech addressed to them, their vocabulary is poor.

The relative preservation of the emotional sphere, good imitation of children with Down syndrome contribute to the fact that the intellectual deficiency of these patients for parents becomes apparent at a slightly older age, usually after 2-3 years. Mental retardation in Down syndrome manifests itself in varying degrees. Patients are distinguished by concrete, slow thinking, their attention, semantic memory is impaired. Mechanical memory remains more intact.

Children are friendly, sociable, trusting. They usually show tender affection for loved ones and those caring for them. However, some of them can be increased excitable, disinhibited, stubborn.

If a child has Down syndrome, the baby should be carefully examined by specialists. First of all, it is necessary to find out whether the child has a congenital heart defect, and if it is found, it is necessary to resolve the issue with specialists about the possibility and expediency of surgical treatment. Congenital heart defects in Down syndrome are observed in 30-40% of cases, and, as a rule, these children are characterized by slight somatic weakness, they often have difficulty breathing, shortness of breath. And then it is necessary to ventilate the room where the baby is especially well. In some cases, it is helpful to use a humidifier.

All children with Down Syndrome should have their hearing tested, as they have frequent hearing impairments. And not identified hearing impairments significantly complicate the development of speech and the general mental development of the child. The kid should also be consulted by an eye doctor and an endocrinologist.

Many children with Down syndrome have various visual defects, insufficient function of the thyroid gland and other endocrine glands.

Watch your child carefully, do not miss various paroxysmal conditions with a fleeting blackout, twitching in various parts of the body. It is known that about 10% of children with Down syndrome have epileptic seizures.

Despite the fact that children with Down syndrome are lagging behind in mental development and require a lot of attention, they are members of the family, society and respond gratefully to love and care.

Since these children are inactive, they should be encouraged to show independence in various activities, play, and self-service skills.

When teaching a child with Down syndrome self-care skills, it is necessary to use his imitation. Create as many situations as possible in which the child could observe your actions when dressing, undressing, washing, cleaning the premises, etc. If there are more children in the family, give him the opportunity to observe their actions and play as much as possible. Gradually teach these actions to the sick child. Do this systematically and you will definitely see the result of your work.

To stimulate the child's own activity, music lessons are very useful - music therapy or music treatment, since children with Down syndrome are very susceptible to music, they move with pleasure to it, clap their hands, sing. Therefore, special games with musical accompaniment are useful for them, for example, rolling a ball, rhythmic movements, imitation of the actions of characters from fairy tales, etc. With them, you can learn simple poems, counting rhymes. Special games aimed at developing general motor skills and coordination of movements are important. Children should be taught to run, jump, throw and catch a ball, and slide down a slide. In carrying out all these activities, one should use the characteristic feature of these children - their imitation and musicality. Caress, hug your child more often, and he will express his attitude towards loved ones in the same way.

Show your baby big bright pictures, teach him to look at them, briefly explain their content.

Particular attention should be paid to the development of the baby's speech. In this case, again, it is necessary to rely on the great imitation of the sick child. Therefore, in addition to conducting special classes on the development of speech, make it a rule for yourself to comment on your actions, which the baby is watching, with simple sentences such as: "I wash my hands", "put on a coat", "cut bread", "my cup", etc. Name the objects and activities on which the child's attention is currently focused. By doing this constantly, you will make significant progress in the development of his speech.

Read more books to your child, select texts according to his level of understanding. In this case, use publications with bright, large pictures to illustrate the content of the text. It is useful to draw individual characters at the same time while reading.

For a child with Down syndrome, it is very important to adhere to the regime, accustom to accuracy, early participation in various types of household work with adults, and then independently under their guidance. And no matter how difficult it is for you, no matter how despair grips you, remember: the main thing is patience and love.

An objective examination of vision and hearing is important, since up to 60% of children with Down syndrome have various pathologies of the visual system and 40% - hearing.

Also, a child with Down syndrome should be observed by a neuropsychiatrist, pediatrician and endocrinologist; it should be remembered that these children have heart defects, insufficient functions of the thyroid and gonads.

On the other hand, in relations with a child, it is necessary to observe the measure and not forget about the rest of the family. In such families, the mother may think that the husband can take care of himself, but in fact, in order to maintain the marital relationship, the spouses need to take care of each other, then raising the child will be more effective. Relatives and acquaintances should not humiliate the child and parents with their pity.

Children with Down syndrome catch colds easily, especially their ears often hurt - breast milk increases their immunity.

They are also susceptible to intestinal infections - breast milk promotes the growth of beneficial bacteria in the intestines, and this facilitates the course of the disease.

Children with Down syndrome often suffer from constipation - breast milk has a laxative effect.

They also have frequent heart defects - breast milk contains less salt and is more physiological.

Babies with Down syndrome often suckle sluggishly - breastfeeding has a rhythm that makes sucking easier.

Children with this syndrome are mentally retarded, and breast milk is good food for brain development.

As a rule, children with Down syndrome are hypotensive, suck poorly, they need help and training. You need patience and more patience, until mom and child understand each other.

Don't pamper your child. The child knows very well that it is not necessary to provide everything he asks for. Don't be afraid to be firm with your child. This is the approach he prefers. This allows him to determine his place. Don't rely on strength in your relationship with your child. This will teach him to reckon only with force. He will respond more readily to your initiatives. Don't be inconsistent. This confuses the child and makes him try harder in all cases to leave the last word for himself. Don't make promises that you cannot keep; this will shake the child's faith in you. Do not fall for his provocations when he says or does something just to upset you. This stimulates to achieve even greater "victories". Don't be too upset when he says, "I hate you." He just wants you to regret what you did. Don't make your child feel younger than they really are. Do not do for him and for him what he is able to do for himself. Otherwise, the child will begin to identify you as a servant. Don't let your childish “bad habits” draw too much of your attention to your child. This only inspires them to continue.

Also, do not correct it in the presence of strangers. The child will pay much more attention to the remark if you say everything calmly, face to face. Don't try to discuss his behavior in the midst of a conflict. For objective reasons, children's hearing is dulled at this time, and the desire to cooperate becomes much weaker. It's okay if you take certain steps, but talk about this a little later. Do not try to read instructions and notations to your child. The child clearly understands what is good and what is bad. Do not make the child feel that his or her wrongdoing is a mortal sin. The child must learn to make mistakes without feeling that he is good for anything. Do not find fault with him or grumble. If you do this, the child will be forced to defend himself, to pretend to be deaf. Don't ask your child to explain why he or she did a certain thing. The child's brain is not fully formed, which is why affective actions follow. Don't test his honesty too much. When intimidated, a child can easily turn into a liar. Don't forget his love of experimentation. Thus, he knows the world.

Don't protect your child from the consequences of their own mistakes. He learns from his own experience. Don't pay too much attention to his minor illnesses. He can learn to take pleasure in feeling bad if it gets him a lot of attention. Do not try to get rid of him when he asks too frank questions. If you do not answer them, you will see that the child will stop asking questions at all and will look for information in other sources. Don't answer stupid or meaningless questions. If you don't, you will soon find that your child wants you to do it all the time. Never imply that you are perfect and infallible. This will give the child a sense of the futility of trying to match you. Don't worry that you and your child are spending too little time together. What matters is how you do it. Don't worry about his fears and concerns. Otherwise, he will be even more afraid. Show him what courage is. Do not forget that a child cannot develop successfully without understanding and approval, but praise, when it is honestly earned, is sometimes forgotten, and the claim is never. Treat your child the same way you treat your friends. Then he will also become your friend. Remember that your child learns more by imitating examples, not criticism.

CHAPTER 3... TEACHING A CHILD WITH DOWN SYNDROME

3.1 Practical lesson for the development of the social and emotional sphere of children with Down syndrome

When teaching children with Down syndrome, the goal is to maximize their cognitive abilities, prepare them for attending kindergarten and school, and for independent (or relatively independent) life in the future.

When organizing work with such children, it is important to determine the goal and objectives of the classes.

goal - social and emotional development and the formation of interaction and communication skills in children with Down syndrome at the age of 2.5-4 years.

Tasks:

1) development of communication skills;

2) development of general motor skills;

3) speech perception;

4) development of self-service skills and social skills.

The duration of the lessons ranges from 45 to 60 minutes.

Lesson structure:

Participants sit in a circle. Greetings from group members. The teacher gets to know the children, the parent introduces himself and the child. Group members greet the parent and child. The teacher greets the child with the help of the “Hello, palms” exercise (greets the palms, stroking them, establishing bodily contact with the child).

The main part (speech therapy). The objectives of this part:

· To learn to fix the gaze on the object presented frontally, to trace its movement;

· Pay attention to the appearance and disappearance of an object;

· Work on understanding the addressed speech - to learn to correlate objects with gestures, words and onomatopoeia.

To stimulate the appearance and use of gestures and onomatopoeia in response to the questions: "who is this?", "What is this?", "Who came to us?" Respond by imitation, using gesture and / or onomatopoeia.

· Learn to wait for your turn.

Equipment:

· Toys: bear, bunny.

Speech material.

Nouns: people: "names of the children of the group", "mom", "dad", "aunt", "uncle"; toys: "bear", "bunny".

Verbs: “Give”, “on”, “look”, “say hello”, “say goodbye (bye, bye)”.

Hello guys. “Today a bear came to visit us. Where is the bear? The bear has a head, ears, eyes, nose, mouth, arms and legs. " In parallel, there is a projection on children: “Where is your head? Your eyes, nose ... ". Then the bear "goes" to visit each child. The child is asked leading questions. Subsequently, a similar acquaintance with the bunny occurs. All words are accompanied by gestures.

The second part is free play. This time in the lesson is allocated for independent play of children, during which the parents and the teacher observe the children and, if necessary, help them. For children, this is the first step towards independence, and parents get the opportunity to make sure that their children already know a lot. Free play gives teachers the opportunity to determine the level of social, emotional, speech development of children.

From free play, a transition is made to the musical part of the lesson. The tasks of this part are: to teach to listen to simple songs, to teach to perform simple gestures, to imitate using, if necessary, combined actions, to teach after the end of the sound of the music to put toys in a box.

Equipment: tape recorder, discs with recordings of melodies and songs, balls, rattles.

Farewell in class is carried out as follows. Children gather in a circle and say goodbye to each other.

3.2 Games and activities with children with Down syndrome

In many ways, the development of a child with Down syndrome depends on how the pregnancy is going, so during pregnancy it is important to take care of yourself, undergo all necessary examinations and, if possible, take a course for expectant mothers.

You can buy a lot for a child even before his birth, so that the essentials are ready at the time of his birth.

From the moment a child is born, communication with him, caring and exercising is very important. Children with Down syndrome develop in different ways. They can develop almost like ordinary children, at the same time, they can lag behind in development. Activities with children with Down syndrome play an important role, but they do not guarantee that the development of such children will progress and will not stop. Their development can stop at any age.

Along with games and activities for children with Down's syndrome, medical restorative therapy is recommended: vitamins (vitamins of group B, elkar, etc.), nootropic drugs (aminolone, cerebrolysin, piracetam, etc.), amino acids, lipids, etc.

You can find out information about classes with children with Down syndrome in specialized literature, on the websites of organizations dealing with children with Down syndrome, as well as on specialized sites dedicated to the problem of Down syndrome and people with disabilities.

Activities, games and exercise ia for the development of fine motor skills

Fine motor skills are the ability to perform fine and precise movements of the hands and fingers of the hands and feet as a result of the coordinated actions of the most important systems: nervous, muscular and bone. Fine motor development plays an important role in a child's overall development.

In the early stages of fine motor development, a child with Down syndrome uses shoulder and forearm movements instead of brushing. Gradually, he develops the stability of the wrist, he learns to keep his palm in the position necessary to perform the action. With reduced tone, it is easier for a child to stabilize the wrist by placing the hand on a hard surface with the thumb up. In this case, the thumb, index and middle fingers work, and the edge of the palm and the little finger provide stability, then the ability to rotate the wrist in different planes gradually develops.

The formation of the capture goes through the following stages:

- palmar grip;

- a pinch,

- tweezers and their intermediate forms.

In children with Down syndrome, the seizure sequence is preserved, however, it has its own characteristics: prolonged "stuck" on the palmar forms of grip is possible, seizure without thumb can be observed, tweezers can be gripped with the thumb and middle fingers, and the grip strength is reduced.

There are many activities, games, and exercises for developing fine motor skills. They can be divided into the following groups:

- finger games;

- games with small objects;

- modeling and drawing;

- finger massage.

The most simple and effective games for the development of fine motor skills:

1. Massage of palms

The palm massage is very beneficial for the development of tactile sensations and fine motor skills.

2. Okay

Playing "okay-okay" is also good for the development of fine motor skills.

3. Tearing the paper

This exercise is suitable for children from 7 months of age. Give the child paper of different colors, let him tear it apart, but at the same time it is better not to leave him alone and make sure that he does not put the paper in his mouth.

4. Turning pages

This exercise is suitable for children from 1 year old. Give your child books with pages of different thicknesses and beautiful clear pictures, so that, turning the pages and studying the pictures, the child develops a grip and fine motor skills of the hands.

5. Beads, buttons

Playing with beads or buttons, which the child can string, sort by size, or put in a jar (box), is very useful for developing fine motor skills.

6. Inserts

Very useful for the development of fine motor skills are games with a variety of earbuds, both wooden and plastic. These can be either purchased toys or homemade ones, from which you can build turrets, put them into each other.

7. Groats (peas), jars of cereals (peas)

Groats (peas) can be poured into a bowl or jars. The child will put his hands in a bowl or jar, touch cereals (peas) with his hands. You can give him several cans so that he pours the cereals from one to another. This game develops fine motor skills and tactile sensations well.

8. Drawing in the sand

Sand can be poured onto a tray. Take the baby's finger in your hand and slide it across the sand. You can start with simple shapes (lines, rectangle, circle), gradually complicating the task.

9. Screwing the caps

Simple activities such as screwing and unscrewing, opening and closing the lids of cans, bottles and vials develop finger dexterity. Offer your baby vessels of different sizes and shapes, this will make the game more varied and interesting.

10. Fastening, unfastening and lacing

A child learns to fasten, unbutton buttons and zippers, and lace up shoes from the moment he starts walking. Gradually include your child in the dressing process. Let the child do it himself. This not only develops hand movements, but also teaches him to be independent. In addition, you can buy a child or make your own toys with lacing, buttons and a zipper.

11. Modeling

Modeling is suitable for children of different ages. Different materials are used for modeling: plasticine, clay, salted dough. If you are going to bake, give a part of the dough to the child, let him crush and roll it. Modeling helps to develop the flexibility of the fingers, promotes the formation of grip and the development of the muscles of the hands.

12. Drawing and coloring

Drawing, outlining and coloring pictures is very useful for developing fine motor skills. It is very useful to draw on vertical surfaces, so it is advisable to hang a special board on the wall for the kid to draw.

13. Collecting mosaics and puzzles

For children from 1 to 3 years old, you can buy puzzles and mosaics with large pieces, which, in addition to fine motor skills, contribute to the development of imagination and coordination of movements.

14. Cutting

Buy baby scissors with blunt ends, glue stick, colored paper and cardboard for your baby. Teach him to cut pictures and glue them, make snowflakes, etc. It will help develop fine motor skills, imagination and creative thinking.

Early development techniques

1. Methodology of Maria Montessori

The basic principles of the Montessori methodology are a playful form of learning and independent exercise.

The Montessori method is based on an individual approach to the child. The kid himself knocks out didactic material and the duration of the lessons, develops in his own rhythm. The main feature of the Montessori technique is the creation of a special developing Montessori environment in which the child will be able and willing to show his individual abilities.

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