An Overview of the Development of Infants with Down Syndrome (0-5 Years): (Down Syndrome Issues & Information)

This module provides an overview of the development of babies and infants with Down syndrome from birth to five years. It describes the uneven profile of expected development, identifying strengths in social understanding, self-help skills and behaviour, and weaknesses in motor development and speech and language skills, the latter influenced by the high incidence of hearing loss, poor auditory processing and auditory memory skills. Visual processing and visual memory skills are a strength and can be used by parents and therapists to support children's learning. By 5 years of age, many children with Down syndrome can achieve some of the same developmental targets as their peers, if this is expected of them. Most will be walking, toilet trained and able to feed themselves and dress with minimal help. Most will be able to fit into the expectations of the mainstream classroom, regulate their own behaviour and behave in a socially acceptable way. Most children will have significantly delayed spoken language. They will understand more than they can say, and their spoken language will not be clear. Many will have some of the basic concepts and knowledge for learning number, maths and reading. These achievements are possible, provided that parents have high expectations for social development and good behaviour from the first year of life, and that services offer targeted support for motor development and speech and language development. Like all children, progress for children with Down syndrome is influenced by family life and parents' child rearing skills, inclusion with peers at home and in preschool, and the quality of education available. It is also influenced by biological make-up, and some children with Down syndrome are born with more biological disadvantages than others. The first priority for parents is to maintain normal family life. The most powerful influence on the progress of a baby with Down syndrome is to be loved, wanted and absorbed into the everyday life of the family and of the community. Specific teaching and therapies will definitely help, but must be kept in perspective and not allowed to create stress and anxiety for families.

Table of Contents:
Introduction 1. Development from birth to five years What typically developing children achieve Influences on development The development of children with Down syndrome Children with Down syndrome are individuals A specific developmental profile Milestones, individual differences Wide range of development Meeting the needs of children with Down syndrome Early intervention and approaches to teaching Play Structured teaching Family Family issues Therapy and education services In conclusion 2. Health Hearing Disorders Disorders of Vision Disorders of Thyroid Function Infection in Down Syndrome Gastro-intestinal system Cardio-vascular system Atlanto Axial Instability Sleep and sleep disturbances Monitoring Developmental Progress Milestones for children with Down syndrome References

About the Author :
Sue Buckley is a psychologist, Emeritus Professor of Developmental Disability in the Psychology Department at the University of Portsmouth, UK and Director of Research and Training at The Down Syndrome Educational Trust. Sue has been actively involved in researching the developmental and educational needs of children with Down syndrome since 1980. She is an internationally recognised authority and has published widely for parents, professionals and researchers. One of Sue's three children, Roberta, is a young adult with Down syndrome. Gillian Bird is a psychologist and Director of Consultancy and Education at The Down Syndrome Educational Trust. Gillian has been working with children with Down syndrome, from birth to teenage years, and their families since 1983. She has developed and supported the successful inclusion of children with Down syndrome in mainstream education since 1988. Gillian has also developed early intervention programmes and been active in research, publishing and training with colleagues.