Down's Syndrome Children Require Unique Intervention Strategies For Essay

Down's Syndrome Children Require Unique Intervention Strategies For Them To Progress In Education And Socially - Essay Example The disorder manifest themselves in both neuro-developmental and neuro-psychological arenas but the simplest observation remains that it causes developmental delays which can range from mild to moderate learning disability to severe mental disability. (Deliz, 2008) Down syndrome is a chromosomal disorder which occurs in approximately 1 in 1000 births. Chromosome 21's presence in the affected, which contains 225 genes which contribute to the phenotype and pathogenesis of Down syndrome is referred to as the main cause of this distinct neurobiological, genetic, psychological, developmental and medical disorder. (Hattori, 2000) It is recognized that a very high proportion of brain anatomy and verbal intelligence is governed by genetic control. These findings greatly influence the study of Down Syndrome patients, their genes and their resulting speech, memory, language and other cognitive functions. (Capone, 2004). Research has also shown that children. affected by Down syndrome have decl ining Developmental and Intellectual quotients and thus have deficits in verbal and linguistic skills. Patients may also possess weak sequential auditory memory skills but they remain more adept at visual-spatial based memory tasks (Varnhagen, 1987) . Researchers have concluded that early intervention programmes benefit the socially adaptive function but do little to improve the cognitive function or IQ. (Gibson, 1988). There is no uniform cognitive benefit of early intervention if specific learning and intervention strategies are not used. There are multiple reasons provided for these findings. They include complex neuro-behavourial syndromes which often means that the intervention method chosen for learning is not working at its prime and increasing the frequency or the intensity of the same method will not provide results. Rather there is a need for different intervention strategies specific to their needs. (Gibson D. , 1991) This means that early intervention of the right kind a t the right time is required for a positive cognitive difference. A common example of this phenomenon can be observed when a child does not achieve spoken language skills and phonological competence despite attaining cognitive skills and other language comprehension skills which support complex skills. (Kumin, 2000)These are a sign the verbal intervention means have failed and calls for intervention strategies based on vision-based communication. This vision based communication uses signs and pictures to lead to symbol-based language development. It should however be remembered that increasing the intensity of phonology based therapies is also frequently met with poor results. Another visible delayed or aberrant function in Down syndrome is the pervasive developmental disorder. Children might suffer from developmental regression or social, communication or behavourial impairment. These children then require prompt referrals for medical and neuro-developmental assessment leading to t he establishment of a vision based system of communication. The normal assumption regarding early intervention plans for Down syndrome children is that they are extremely beneficial. In fact most of these early intervention programs are mandated by the state and are provided free of cost. This directly results in a Down syndrome child receiving physical therapy and early education in the first year of his life. (Capone, 2004) Occupational and speech therapy often follow the course in the second year of life. Parents and therapists often assume that the purpose of this early intervention is to speed the pace of development and the role of this early in