{"id":28638,"date":"2025-01-29T12:41:40","date_gmt":"2025-01-29T12:41:40","guid":{"rendered":"https:\/\/www.erickson.international\/en\/?page_id=28638"},"modified":"2025-06-16T06:15:36","modified_gmt":"2025-06-16T06:15:36","slug":"downs-syndrome-what-to-do-and-what-to-avoid","status":"publish","type":"page","link":"https:\/\/www.erickson.international\/en\/downs-syndrome-what-to-do-and-what-to-avoid\/","title":{"rendered":"Down Syndrome – What to do and what to avoid"},"content":{"rendered":"
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Down Syndrome – What to do and what to avoid<\/h1>\n

Quick guide for teachers<\/strong><\/p>\n

PRIMARY SCHOOL<\/em><\/p>\n<\/div>\n


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In the style of a Teacher Training<\/em> notebook, this is a quick guide for lower secondary school teachers who have pupils with ADHD,<\/strong> which can help them learn more about the disorder and apply simple but effective strategies<\/strong> to deal with it and manage it in the best possible way.<\/p>\n

Find out more!<\/a><\/p>\n

BOOK STRUCTURE AND CONTENTS<\/p>\n

Down Syndrome \u2013 What to do and what to avoid <\/em>contains \u201cready to use\u201d focused instructions<\/strong> to successfully deal with the 12 most frequent problem behaviours that school-aged Down Syndrome pupils (6-10 years old) typically have. <\/strong><\/p>\n

The book is divided into 12 chapters<\/strong>, grouped into 3 macro-sections: adaptive and social skills<\/strong>, communication <\/strong>and learning<\/strong>.<\/p>\n

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  1. Adaptive and social skills<\/strong><\/li>\n<\/ol>\n
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    • He\/she imitates others\u2019 behaviours<\/li>\n
    • He\/she seeks adult assistance<\/li>\n
    • He\/she struggles to manage frustration<\/li>\n
    • He\/she has difficulty taking turns<\/li>\n<\/ul>\n
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      1. Communication<\/strong><\/li>\n<\/ol>\n
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        • He\/she disturbs peers and activities<\/li>\n
        • Her\/his speech is difficult to understand<\/li>\n
        • He\/she is repetitive or irrelevant in conversations<\/li>\n
        • He\/she resists requests<\/li>\n<\/ul>\n
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          1. Learning<\/strong><\/li>\n<\/ol>\n
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            • He\/she throws or breaks materials<\/li>\n
            • He\/she struggles with reading automatization<\/li>\n
            • He\/she makes calculation mistakes<\/li>\n
            • He\/she does not keep up with the pace of the class<\/li>\n<\/ul>\n<\/div>\n<\/div>\n


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              What to do and what to avoid<\/p>\n

              The reason for each behaviour is initially explained in a few brief sentences (Why does he\/she do this?<\/em>), followed by simple and clear indications for the teacher on the attitudes to be adopted and avoided<\/strong> (What to do, What NOT to do<\/em>).  A discussion on the topic<\/strong> follows (What to keep in mind<\/em>) and tools and strategies<\/strong> are provided in How to intervene<\/em> about some crucial educational and didactic aspects. A final Don\u2019t forget That\u2026<\/em> paragraph is devoted to important and focused suggestions for the teacher to keep in mind.<\/p>\n

              Each chapter contains:<\/p>\n<\/div>\n<\/div>\n

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              At the beginning of each chapter, an illustration<\/strong> introduces the analysed behaviour.<\/strong><\/p>\n<\/div>\n

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              Explanations of the problem behaviour being considered<\/strong>: Why does he\/she do this?<\/em><\/p>\n

              Brief and simple indications<\/strong> that can be useful to the teacher as a reference point for quickly deciding What to do<\/em> and reflect on What to avoid<\/em>.<\/p>\n<\/div>\n<\/div>\n

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              A more in-depth description of the specific problem behaviour<\/strong>being worked on: Analysis of the problem behaviour.<\/em><\/p>\n

              The tools and educational strategies<\/strong> to create the intervention: How to intervene<\/em>.<\/p>\n<\/div>\n

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              Each chapter closes with advice and strategies to further understand<\/strong> and enrich the teacher\u2019s \u201cbriefcase of educational tools\u201d.<\/p>\n<\/div>\n<\/div>\n<\/div>\n


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              Leaf through some pages, which have been translated into English to facilitate your evaluation:<\/strong><\/p>\n<\/div>\n

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