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Down
Syndrome is the most frequently occurring chromosomal
abnormality, occurring in approximately one in every 800-1000
live births. It affects individuals of all ages, races
and economic status and occurs equally among boys and
girls. Individuals with Down Syndrome are human beings
with a chromosomal disorder which usually causes delays
in physical, intellectual and language development.
Down
Syndrome results from extra material (additional genes)
along the 21st chromosome altering the course of development
and causing the characteristics typically associated with
DS. It is typically caused by an error in cell division
(non-disjunction), but may also be caused by 2 other forms
of chromosomal abnormalities (translocation and mosaicism). |
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Most
children with Down Syndrome (DS) are faced with speech
and language challenges. In order to determine an appropriate
treatment plan for children with DS, one must first
consider "normal" development and then explore how and
why the DS population differs. There are no speech and
language challenges unique to children with DS. There
are however, some common areas of difficulty that should
be considered during an assessment:
- sequencing of sounds and words
- intelligibility of speech and articulation
- fluency
-
mean length of utterance (MLU)
Since
studies have shown that children with communication
difficulties perform better with familiar examiners,
it is essential for the SLP to gain a good rapport with
the child and to become familiar with the child's communication
patterns prior to assessment. The length of the evaluation
can vary depending on the child's level of cooperation
and adjustment to the setting and may take up to three
of four sessions to complete.
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Benefits of Early Intervention:
- enhances the development
of infants and toddlers with special needs
- provides support network
for families of children with Down Syndrome
- reduces the effects
of developmental disabilities among these children
- prepares children for the
eventual mainstream in public and private schools
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Communication
skills are important, especially considering their contribution
to inclusion and integration in numerous settings. There
is no single pattern of speech and language common to
all children with DS - but many display various speech
and language challenges. All problems demonstrated by
children with DS are faced by other children as well
- that is to say, that no speech and language problems
are unique to DS.
Though
speech is the most difficult form of communication for
individuals with DS to develop, more than 95% use speech
as their primary communication system. The actual course
of speech and language in those with DS is difficult
to predict - but simply put, they acquire the same language
skills as the "average" child, just at a slower rate.
Most fail to acquire language structures beyond an early
preschool level, with impairments seen in several areas;
though expressive language continues to develop well
into their adolescent and young adult years. Since approximately
95% sometimes have difficulty being understood by those
outside of their immediate family, speech and language
services should be considered throughout life.
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