An overview of the development of children with Down syndrome (5-11 years)
Sue Buckley and Ben Sacks
Children with Down syndrome usually make significant progress during their primary school years. In this module, the goals for their development are discussed in the context of the progress in social, academic and personal independence skills that is seen in typically developing children during the period from 5 to 11 years. It is argued that the goals for children with Down syndrome should be age-appropriate and therefore many of the goals should be the same as for other children, although the child with Down syndrome may not achieve quite the same levels of competence in each area. This age period begins with settling into full-time school and it is the start of increasing independence from the family and moving away from the high levels of individual support that preschool children receive, to being able to be part of a group and to cope in the larger social world of the school and community. There is consistent evidence that children with Down syndrome gain significantly from full inclusion in mainstream schools. In particular, they show significant gains in spoken language, reading, writing and arithmetic. These gains will enhance their adult lives - especially the ability to communicate more effectively. However, the special educational needs of the children should be met wherever they are receiving their education and the key needs and appropriate adaptations for teaching and learning are described. Children with Down syndrome will benefit from a partnership between parents, teachers and therapists and specific goals are provided for parents, teachers, speech and language therapists and physical therapists, based on the research into the children's specific profile of needs and into effective interventions.
Buckley SJ, Sacks B. An overview of the development of children with Down syndrome (5-11 years). Down Syndrome Issues and Information. 2001.
doi:10.3104/9781903806036
Introduction
The aim of this module is to provide an overview of development
during the period from five to eleven years and to assist the reader in integrating
the material covered in the other DSii modules for this age group. These modules
each cover specific aspects of development, i.e. motor, social and behavioural,
speech and language, working memory, reading and numeracy, and family issues, in
detail.
This module is intended to help parents, families, teachers,
speech and language therapists, and other practitioners who work with children in
this age range. In the authors' experience, they all wish to know what developmental
and educational progress to expect for a child with Down syndrome and how to help
the child progress as fast as possible.
These two main questions are addressed, with a discussion
of the wide range of individual differences in rates of development of children
with Down syndrome. In order to answer the question of how to help children to progress,
the reasons for their developmental profile are outlined as far as they are known,
as this information should help to identify effective therapy and teaching strategies.
The question of how to help also leads to a discussion of the importance of balancing
family needs with the needs of the child with Down syndrome.
In the authors' view, in order to understand the ways
in which having Down syndrome affects children's development it is necessary to
consider what is known about the development of typically developing children. In
the last thirty years, there have been considerable advances in our understanding
of the processes of development, particularly in the areas of social learning, cognition
and language. The greater our understanding of typical development, the easier it
is to begin to understand the effects of a disabling condition such as Down syndrome
on the processes of development. As we identify the specific effects of Down syndrome
on development, we are in a better position to develop effective interventions and
teaching strategies.
This is the approach taken throughout the DSii modules.
We draw on research into the development of typically developing children, the specific
research into the development of children with Down syndrome and research that has
evaluated effective interventions and teaching strategies, where it exists.
The reasons for having age-appropriate expectations
for children with Down syndrome
- Inclusion in schools and clubs is with same age peers therefore expectations
for social skills and behaviour need to be age-appropriate
- Leisure interests, emotional and social needs tend to be age-appropriate
- Moving through life - secondary school, puberty, further education,
work, partners, leaving home - tends to be on the basis of age
- The challenge for parents and teachers is to treat the child in an age-appropriate
manner, to respect their age, encourage confidence, independence and self-esteem,
and facilitate their inclusion in the community
- The challenge for the child or adult with Down syndrome is to participate
in life in an age-appropriate way, with limited speech, language and cognitive
skills for his or her age
Age-appropriate goals
In addition to using this information to understand the
children's developmental and learning difficulties, we assess the major developmental
achievements of typically developing children over the age span and consider the
relevance of these for setting targets for children with Down syndrome.
If individuals with Down syndrome are to be fully included
in the community, as children and as adults, it is important to recognise that their
place in society will be linked to their chronological age. For example, the child
with Down syndrome will join a school at 5 years of age in the UK and move through
school with his or her peers. This means that, despite significant delays in some
aspects of development, such as speech and language and motor skills, the child
with Down syndrome needs to be able to cope with the social demands of the classroom,
for example, to sit still, follow instructions and learn the school routines. Targets
for social and behavioural development therefore need to be age-appropriate and
the task for the child is to manage in an age-appropriate social world, with limited
language and delayed motor skills. Similarly, if a child with Down syndrome wishes
to join a club such as Brownies or Scouts, he or she will do so at the appropriate
chronological age and, again, will need to be able to cope socially.
As teenagers, children with Down syndrome reach puberty
at the same age as other children. As teenagers they develop typical leisure interests
and awareness of sexuality.[4] The point being stressed is that we believe
that it is important to recognise that the social and emotional needs of children,
teenagers and adults are age-appropriate. Their status in the community and their
role in life is mainly determined by their chronological age. Moving through school
to college, work and independent living will happen on the basis of their chronological
age.
Therefore the goals for education and social development
need to be considered within this framework, and take account of the child's place
in society, based on their age. In the next section, the developmental achievements
for typically developing children from 5-11 years are discussed to provide a baseline
for setting targets for children with Down syndrome across this life stage.