Explain How To Support Children With Down Syndrome
E5
Down’s syndrome is a disorder caused by a fault of the chromosomes; the pieces of DNA containing the outline for the human body. Normally a person has two copies of each chromosome but a person with Down syndrome has three copies. The extra DNA produces the physical and mental sort of Down syndrome, which include a small head that is flattened in the back, slanted eye, extra skin folds at the corners of the eyes, small ears, nose and mouth, short height, small hands and feet and some degree of mental disability.
Having worked with a boy, aged 2, with Down syndrome, I understand what practitioners go through to support children with Down syndrome.
Children with Down syndrome can be delayed in their development, their social factors may …show more content…
need support and the physical side of them can be delayed.
Helping and supporting the boy at my previous placement, I had to support him to walk by holding him up straight, taking it slowly by doing little steps at a time at his own pace without getting impatient with him. I helped him with things like walking to the toilet to wash his hands before eating. During free flow he was able to crawl around and do what he wanted. Over the period of time I was there towards the end of my experience he was able to hold onto walls and tables to hold himself up. I have remained in contact with my placement and have been told that now he can walk on his own and doesn’t depend on them as much as he needed to.
“There's no cure, but treatment of any accompanying health problems and support for learning difficulties allows many people with the syndrome to lead relatively normal and semi-independent lives.” http://www.bbc.co.uk/health/physical_health/conditions/downssyndrome1.shtml “Others, however, need full-time care. Many people with the condition live well into adulthood, with an average life expectancy of around 60 years.”
The role of the practitioner supporting this child is to always be near and ready to observe. Jot down when or if the child needs help and what with or what they do. Observing children is vital anyway but if the practitioner does this then each time they do the same activity she or he can note down if they have made progress for example being able to do it on their own.
Another way to support the child could be by speaking to them at a normal pace clearly, do not shout at the child as they might get confused and be sure that you give them a lot of time to respond to you. Always face the child and maintain eye contact make sure they can see your face clearly without anything in the way. Work together, making sure that if you are concentrating on work then its quietly away from distractions and then double check and make sure the child understands what you want them to do.
E6
There are barriers everywhere for everyone but you always find a way to overcome these even if you feel that you can’t.
For children it will be especially hard, with support and help the can overcome these. In special schools and mainstream schools children will be greeted with barriers.
You should never feel like you cannot overcome barriers and children shouldn’t be made to just ignore it and feel like they can’t do it. Schools should adapt to the child’s needs even if it means changing the setting. Adapting to the child’s needs is vital. For example putting a ramp in where stairs are so that a child in a wheelchair can access all areas of their school. By not doing things like this can seriously discourage them with their learning, social development and many more.
It may be that the child has a communication barrier. This means that the child may not have English as a first language or may speak very little or nothing at all. By overcoming this barrier you can teach others their language or if you have a teacher in that can speak their language it may be worth having one to one lessons or calling in a language specialist. In previous placements there will always be displays or posters around having different ways of saying things in different languages. You normally will see that most settings have ‘welcome’ written by the door in various different
ways.
There will always be the question of “shall we send that child to a mainstream school or a special school” it’s up to their parents to decide and figure out what will be best for them. There will be the thought of “will my child be challenged by going to a mainstream school, will they be able to understand the world properly” and sending them to a special school may help them get support but is it best for them?
E7
Children who need intimate care have to have their privacy and dignity protected. The practitioner’s job who is working with the child is to maintain this. The child who needs the care may need help with toileting, dressing and giving medication etc…
It is important that the practitioner is sensitive to the feelings of children and does not just carry on with the procedures regardless. Everything should be explained to the child, a bit of time should be allowed so the child doesn’t feel rushed and ideally someone else, such as a parent (if around) isn’t far away if help is needed.
Be aware of the child’s needs and welfare. Safeguard and protect the health and well being of the child. When communicating with the child you must treat them with respect and listen to their views, provide information in a way that they can understand.
Children are used to routines and it’s important to try and do what they do at home and bring it into the setting. It may be something simple such as trying to go to the toilet at the same time each day but some things may be difficult to do in the setting due to lack of recourses or the child may not want you to do it because they are used to their parent or carer doing it.
You should be aware that if the child’s parent or carer has any specific things they want you to do in the setting you must always maintain this and make sure it’s remained confidential. It may be a request for them to have their own private space when getting changed for P.E or if a child needs to put cream on their body then the teacher does this but always wear gloves and do it in an enclosed area where the child isn’t being exposed.
In a previous placement there was a little boy who suffered with severe eczema and every time he started to itch he had to put some cream on. The child had to do it themselves due to religion and health and safety. They were at the age where they were able to do this. The teacher sometimes forgot about the place and was more than often exposed to the class, just putting the cream on at the side of the classroom where people could see him without a top on. Due to confidentiality I wouldn’t know what the parents’ wishes were when it came to this but I did my best to always encourage him to move into a private space when he done this.
Down’s syndrome is a disorder caused by a fault of the chromosomes; the pieces of DNA containing the outline for the human body. Normally a person has two copies of each chromosome but a person with Down syndrome has three copies. The extra DNA produces the physical and mental sort of Down syndrome, which include a small head that is flattened in the back, slanted eye, extra skin folds at the corners of the eyes, small ears, nose and mouth, short height, small hands and feet and some degree of mental disability.
Having worked with a boy, aged 2, with Down syndrome, I understand what practitioners go through to support children with Down syndrome.
Children with Down syndrome can be delayed in their development, their social factors may …show more content…
need support and the physical side of them can be delayed.
Helping and supporting the boy at my previous placement, I had to support him to walk by holding him up straight, taking it slowly by doing little steps at a time at his own pace without getting impatient with him. I helped him with things like walking to the toilet to wash his hands before eating. During free flow he was able to crawl around and do what he wanted. Over the period of time I was there towards the end of my experience he was able to hold onto walls and tables to hold himself up. I have remained in contact with my placement and have been told that now he can walk on his own and doesn’t depend on them as much as he needed to.
“There's no cure, but treatment of any accompanying health problems and support for learning difficulties allows many people with the syndrome to lead relatively normal and semi-independent lives.” http://www.bbc.co.uk/health/physical_health/conditions/downssyndrome1.shtml “Others, however, need full-time care. Many people with the condition live well into adulthood, with an average life expectancy of around 60 years.”
The role of the practitioner supporting this child is to always be near and ready to observe. Jot down when or if the child needs help and what with or what they do. Observing children is vital anyway but if the practitioner does this then each time they do the same activity she or he can note down if they have made progress for example being able to do it on their own.
Another way to support the child could be by speaking to them at a normal pace clearly, do not shout at the child as they might get confused and be sure that you give them a lot of time to respond to you. Always face the child and maintain eye contact make sure they can see your face clearly without anything in the way. Work together, making sure that if you are concentrating on work then its quietly away from distractions and then double check and make sure the child understands what you want them to do.
E6
There are barriers everywhere for everyone but you always find a way to overcome these even if you feel that you can’t.
For children it will be especially hard, with support and help the can overcome these. In special schools and mainstream schools children will be greeted with barriers.
You should never feel like you cannot overcome barriers and children shouldn’t be made to just ignore it and feel like they can’t do it. Schools should adapt to the child’s needs even if it means changing the setting. Adapting to the child’s needs is vital. For example putting a ramp in where stairs are so that a child in a wheelchair can access all areas of their school. By not doing things like this can seriously discourage them with their learning, social development and many more.
It may be that the child has a communication barrier. This means that the child may not have English as a first language or may speak very little or nothing at all. By overcoming this barrier you can teach others their language or if you have a teacher in that can speak their language it may be worth having one to one lessons or calling in a language specialist. In previous placements there will always be displays or posters around having different ways of saying things in different languages. You normally will see that most settings have ‘welcome’ written by the door in various different
ways.
There will always be the question of “shall we send that child to a mainstream school or a special school” it’s up to their parents to decide and figure out what will be best for them. There will be the thought of “will my child be challenged by going to a mainstream school, will they be able to understand the world properly” and sending them to a special school may help them get support but is it best for them?
E7
Children who need intimate care have to have their privacy and dignity protected. The practitioner’s job who is working with the child is to maintain this. The child who needs the care may need help with toileting, dressing and giving medication etc…
It is important that the practitioner is sensitive to the feelings of children and does not just carry on with the procedures regardless. Everything should be explained to the child, a bit of time should be allowed so the child doesn’t feel rushed and ideally someone else, such as a parent (if around) isn’t far away if help is needed.
Be aware of the child’s needs and welfare. Safeguard and protect the health and well being of the child. When communicating with the child you must treat them with respect and listen to their views, provide information in a way that they can understand.
Children are used to routines and it’s important to try and do what they do at home and bring it into the setting. It may be something simple such as trying to go to the toilet at the same time each day but some things may be difficult to do in the setting due to lack of recourses or the child may not want you to do it because they are used to their parent or carer doing it.
You should be aware that if the child’s parent or carer has any specific things they want you to do in the setting you must always maintain this and make sure it’s remained confidential. It may be a request for them to have their own private space when getting changed for P.E or if a child needs to put cream on their body then the teacher does this but always wear gloves and do it in an enclosed area where the child isn’t being exposed.
In a previous placement there was a little boy who suffered with severe eczema and every time he started to itch he had to put some cream on. The child had to do it themselves due to religion and health and safety. They were at the age where they were able to do this. The teacher sometimes forgot about the place and was more than often exposed to the class, just putting the cream on at the side of the classroom where people could see him without a top on. Due to confidentiality I wouldn’t know what the parents’ wishes were when it came to this but I did my best to always encourage him to move into a private space when he done this.