Do you need this or any other assignment done for you from scratch?
We have qualified writers to help you.
We assure you a quality paper that is 100% free from plagiarism and AI.
You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)
NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.
NB: All your data is kept safe from the public.
Introduction
Down syndrome (DS) refers to a genetic disorder marked by the occurrence of an extra chromosome 21. It can be found in individuals of all races, nationalities, and socio-economic levels and is considered one of the most common chromosomal conditions (Meneghetti et al., 2021). People with Down syndrome experience developmental and cognitive delays and are characterized by a distinctive facial appearance. This disorder varies in severity and can be associated with a number of medical abnormalities and co-occurring conditions, such as heart defects, obesity, immune system problems, blood disorders, short- and long-sightedness, and others (Duffy, 2017). Furthermore, DS can affect learning abilities, which implies that a student with this syndrome would need support with education. This paper aims to discuss Down syndrome in a student and explore how the condition can affect individuals, as well as their learning abilities.
Condition and Characteristics of Down Syndrome
Down syndrome refers to a condition that combines physical and cognitive symptoms resulting from the presence of an extra chromosome 21. This paper summarizes my observations of a student with DS and scientific research findings with regard to this syndrome and its implications on people’s lives. Currently, the causes of DS remain unknown, and this condition is not attributed to any actions or habits of the mother-to-be before conception or during pregnancy. At the same time, the woman’s age of 35 and older is considered a risk factor that increases the chance of Down syndrome in the baby (Duffy, 2017). An extra chromosome 21 changes the way the body develops, which can cause physical and learning issues, which suggests that a student with DS requires additional support.
The effects of Down syndrome can vary in different individuals. The student observed was diagnosed with the most common form of this condition, trisomy 21. Generally, three types of DS are distinguished: regular trisomy 21, mosaic DS, and translocation DS (Duffy, 2017). Trisomy 21 is the most common condition, which is characterized by the presence of three copies of chromosome 21 and found in 94% of people diagnosed with this disorder (Duffy, 2017, p. 16). In about 2% of people with Down syndrome, some cells have three while others have two copies, which is defined as mosaic DS (Duffy, 2017, p. 16). This condition is marked by less distinctive characteristics of this syndrome due to the presence of typical cells. Translocation Down syndrome is found in about 4% of people with DS and is diagnosed when the person has “extra chromosome 21 material attached to another chromosome” (Duffy, 2017, p. 16). This condition results from an abnormality in the genes of one of the parents.
The characteristics of Down syndrome can be present to a lesser or greater extent in different people. They include short stature and neck, hypotonia, a flattened face, almond-shaped eyes, small ears and mouth with protruding tongue, larger space between the big and second toes, and a palmar crease (Duffy, 2017). Furthermore, people with Down syndrome experience delayed physical growth and intellectual disability. Most of the distinctive physical features along with cognitive delays can be found in the student observed. DS implies an increased risk of thyroid dysfunctions, obstructive sleep apnea, leukemia, epilepsy, immune deficiencies, and heart defects. Furthermore, as reported by Duffy (2017, p. 17), individuals with this syndrome may develop “Alzheimer’s disease or dementia around 20-30 years earlier than people in the general population.” Nevertheless, they can live a fulfilling life and reach traditional milestones with extra support. A student with DS is characterized by both difficulties and strengths resulting from the condition, which can be considered to increase learning opportunities.
How Down Syndrome Affects People
People with Down syndrome can face additional challenges in comparison to the general population. In addition to distinctive physical features and increased risk of certain medical co-occurring conditions, individuals with DS experience various levels of cognitive delays, ranging from mild to severe. As stated by Annus et al. (2017, p. 11), people with this condition are characterized by late maturation of the central nervous system and have “a neurodevelopmentally distinct brain and invariably developed amyloid neuropathology by age 50”. In other words, the trisomy of chromosome 21 alters the brain structure and development. According to Duffy (2017), common difficulties include delayed speech and language development, memory issues, slow learning, impulsive behavior, poor judgment, and short attention span. The student observed has language and memory difficulties, as well as distractibility.
At the same time, social stigma presents a significant challenge for people with DS and their families. Despite positive changes over the recent decades in terms of social support, widespread stigmatization and discriminatory attitudes continue to affect children with Down syndrome, deterring their self-actualization (Duffy, 2017). The needs of students with this disorder differ from the general population, along with the emotional and practical challenges they face. Social inclusion is essential, and increased awareness of the syndrome has a beneficial effect on the productivity and life span of people with DS.
Learning Disabilities and Abilities with Down Syndrome
This paper reflects on a student with Down syndrome and explores the effects of this condition on his learning profile, supported by research findings. As Meneghetti et al. (2021, p. 2) report that “individuals with DS generally have an intelligence quotient between 25 and 70, and a mental age of 5–7 years.” Such characteristics need to be considered when supporting students in their education. Difficulties can include vision and hearing weakness, slower motor development due to lower muscle tone, poor auditory memory, struggling with number skills, and delays in using spoken language compared to non-verbal communication. The gap between the child’s understanding and ability to express themselves presents a significant challenge and can trigger behavioral problems (Meneghetti et al., 2021). At the same time, students with DS are characterized by relative strengths, and a relevant approach can provide a constructive learning experience and unveil individual abilities and talents.
In particular, social functioning is less delayed in students with DS, and their non-verbal skills and high capacity for social understanding and empathy can be utilized to encourage cognitive development. According to Meneghetti et al. (2021, p. 3), “visuospatial reasoning seems crucial to path learning, especially in individuals with DS.” This observation implies that supporting education with pictures, objects, and gestures can benefit students during the acquisition of literacy, language, and motor skills. Furthermore, many children are characterized by strong visual short-term memory and advanced reading abilities compared to the expectations based on their cognitive levels (Duffy, 2017). Overall, the unique strengths and weaknesses of the student with Down syndrome constitute a foundation for developing an effective educational strategy that will meet the specific needs.
To conclude, Down syndrome is a common chromosomal condition that can affect a person’s physical and cognitive abilities and increase the risk of co-occurring medical conditions. Hence, it is critical to contribute to an inclusive society and overcome social stigmatization that can prevent people with Down syndrome from reaching their full potential. A student with DS is characterized by both strengths and difficulties which need to be considered to improve learning outcomes and encourage cognitive development.
Reference List
Annus, T. et al. (2017). The Down syndrome brain in the presence and absence of fibrillar β-amyloidosis. Neurobiology of Aging, 53, pp. 11-19. doi: 10.1016/j.neurobiolaging.2017.01.009
Duffy, R. (ed.) (2017) Down’s syndrome: The essential guide. Peterborough: Need2Know.
Meneghetti, C. et al. (2021) ‘Path learning in individuals with Down Syndrome: The challenge of learning condition and cognitive abilities’, Frontiers in Psychology, 12, pp. 1-7. doi: 10.3389/fpsyg.2021.643702
Do you need this or any other assignment done for you from scratch?
We have qualified writers to help you.
We assure you a quality paper that is 100% free from plagiarism and AI.
You can choose either format of your choice ( Apa, Mla, Havard, Chicago, or any other)
NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.
NB: All your data is kept safe from the public.