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Individuals who have Down syndrome obtained the genetic disorder when an extra chromosome
became copied to their 21st pair of chromosomes during fertilization. The genetic disorder
Down syndrome typically contributes to mild or moderate mental retardation in which the
IQ of individuals that have Down syndrome typically is lower than a person of similar
age without Down syndrome. In relation to education, Down syndrome is the most genetically
common cause of learning disabilities. Teachers have a variety of methods that can be employed
in a classroom in order to help increase a student with Down syndromes ability to effectively
learn. Verbal cues can be given in the form of songs, rhymes, and repetitive phrases in
which the student can gain the knowledge through the use of chunked verbal learning. Visuals
also promote the Down syndromes students understanding and learning such as schedules, photographs,
color coded organization, and manipulatives. These visuals can be used to simplify and
break down knowledge and tasks into a better understanding for students with Down syndrome.
Teachers should fully encourage peer-to-peer interaction through group activities in order
for students with Down syndrome to gain valuable social interaction skills necessary for independent
day to day living. Providing the student with positive affirmation will increase the confidence
of the student. In relation to FFA, students with Down syndrome need group or team work
activities in order to develop the positive peer interaction and gain social interaction
skills. Creating activities in which students can group up and chuck responsibilities into
smaller tasks will help the Down syndrome student feel as a part of the team and also
develop the confidence necessary to get the job done. Down syndrome students who become
actively involved in the FFA program should be given specific repetitive tasks that they
can complete at each FFA meeting or activity. This routine will keep the Down syndrome student
motivated and encouraged to participate fully. After watching the “we’re more alike than
different” video where Down syndrome individuals expressed how they felt about living a life
with Down syndrome I realized how much of an impact each and every one of us have on
the life of someone who has Down syndrome. The statement “We are more alike than different”
truly captures the meaning of how important it is that we treat with respect and interact
with individuals who have Down syndrome to the fullest. Focusing on their abilities rather
than disabilities will promote an overall positive atmosphere and experience for Down
syndrome students in our classrooms.