Down Syndrome Assignment Help
would plan to build a rapport with the classmates before speaking to the class about the child’s condition. I would also plan to do a lot of practice that will help me not get emotional while talking about the child’s condition in front of the class. This is because feelings can be amplified especially when you are reading a book about Down syndrome in front of the children in class. Therefore the practice will desensitize me from the books so that I will not cry, which might make the other kids think that down syndrome I am sad about or scared off. This will make my message clear about acceptance and not sadness.
I will also give the class a glimpse into the life of this child; this will make them compassionate. I will, therefore, talk to the class about Down syndrome. I will do this by giving them quick facts about Down syndrome in a simple language. By doing this, I will be creating awareness to the children about the condition. This, in turn, makes it ok to ask questions in a way that is honest in a supportive light.
I will also engage the classroom besides reading the books for them. I will do this by involving the children in understanding what it feels like having challenges that accompany this disorder, for instance, delays in speech and motor skills. This will help the other kids developing to understand what those delays feel like.
I will demonstrate speech delays by pairing the class in teams. I will tell each team to put a marshmallow in their mouth and try to talk about their favorite movie. This will help the class understand what it feels like with struggling to say words clearly. I will also make the class understand fine motor challenges. I will do this by allowing the class put the sock on their hand and try to write their names. This activity would help them understand how it is difficult to work harder at skills many children do more easily. I will use a pamphlet as my planning resource. At the end of all this, I would want to achieve provision of optimal education to the class through a fully inclusive classroom as well as good information.
Buiza, J. J.-P.-S. (2016). Specific Language Impairment: Evaluation and detection of differential psycholinguistic markers in phonology and morphosyntax in Spanish-speaking children. Research in Developmental Disabilities,, 58, 65-82.
Watkins, L. K.-C. (2017). Evidence-based social communication interventions for children with autism spectrum disorder.,. The Indian Journal of Pediatrics, 68-75.