Intervention for Down Syndrome

It is extremely important that intervention be started immediately upon the diagnosis of Down Syndrome. Intervention can take the form of early intervention programs, pre-school, nurseries, special education programs, and school-aged programs.

Children with Down Syndrome benefit from sensory stimulation, exercises involving both fine motor and gross motor skills. Physical and cognitive development as well as academic skills, and social skills can all be fostered in intervention programs.

Intervention starts with knowledge. Finding out all you can about Down Syndrome is where all parents of a child with Down syndrome should start. Pediatricians can guide you to speech therapist, physical and occupational therapist to help with exercises.

It is important to understand that children with Down Syndrome can learn to walk, speak, think and solve problems. They just do these things on their own timetable. They grow physically slower than children without Down Syndrome. They typically have shorter attention spans, can be impatient, can also get frustrated easily as well as to anger without much provocation.

Intervention should involve 3 levels – physical, cognitive and social. The child with Down Syndrome will require early stimulation and assistance with developmental milestones. Medical concerns should be addressed as soon as possible to give optimal physical possibilities. Cognitive stimulation should be exercised to the best of the child’s ability stretching the possibility without frustrating the child. Socialization should be encouraged with Down Syndrome peers and normally developing peers.

Intervention can be done both in the home and also in a center-based setting.

Intervention should include the child's immediate needs. There should be a balance of communication skills, self-help skills, social skills, motor ability and development as well as encouraging the child to learn how to cope with his/her physical environment.

The environment should include sensory experiences, function and daily living skills.

It is important that the program should be designed around the individual needs of the child. Each child should have the opportunity to participate in a variety of different experiences. The program should be well-rounded to include physical, speech, cognitive, social and emotional development.

The home environment is an important part of intervention. Life skills can be practiced and encouraged in a safe place in which to explore without fear of failure. Family members can foster positive feedback as well as provide role models.

The pediatrician should be able to guide the family to additional resources in the community.