HOW CAN WE HELP TO DEVELOP COMMUNICATION SKILLS?
1) Minimize the effect of the syndrome
2) Having high expectations
3) Understanding the nature of their difficulties
The speech and language difficulties which children with Down's syndrome
experience are specific and not general. If the Down's syndrome were taken
away the child would still have a language problem. These problems can be
predicted. Expressive language and speech production are hard for our
children. As language improves so do other skills. There are problems in
encoding and processing language but this changes if the child can 'see'
language via signs, symbols and pictures. In fact, learning this way, a
child with Down's syndrome can learn quicker than children without Down's
syndrome. If a child has intervention then they will not develop the speech
difficulties we associate with adults.
We must make sure that the child looks and listens all the time. It is very
easy to learn not to listen if you keep getting the language and the
information you glean from it wrong. There is a fundamental
neurophysiological difference in the brain 'wiring' of a person with Down's
syndrome. For example our brains might take three steps to encode a word,
whilst our children's brains will need to take ten steps. There is therefore
a time lag. This means of course that information needs to be given at a
slower rate so as to give time for the brain processing to take place. Small
sentences need to be used, as parts of long ones become lost. When new
vocabulary is being learnt, lots of opportunity needs to be given to the
child for using the new words. In this way the child can learn how the word
sounds in their heads and how to make the sounds to produce the words.
4) Understanding their strengths
Most of our children have wonderful social interaction skills. They are interested in what other people are saying and are good at turn taking. They are also good at interpreting responses in others, reading body language and intention behind the words. Even without many speech and language skills our children are great communicators. They develop repair strategies. If we don't understand them the first time they will try again and again. Gesturing comes naturally to children with Down's syndrome, which helps them to learn signs and to use body language to communicate. The ability to imitate is a great strength when it comes to learning and this ability is very pronounced in our children.
5) What helps to develop our children's communication?
As mentioned before, anything that the child experiences helps to spark
language. Our expectation that our children can communicate well if we give
them encouragement will stimulate our children to try harder. Lots of visual
communication (such as symbols and pictures) and gestures help with attaining
language. Signing is a very useful tool to go back to if there is a lot of
new vocabulary to be learnt and it is also helpful to use for emotional
development. Symbols are effective when teaching sequencing, for example,
when learning the days of the week or the course of a school day. Early
reading really helps with language skills and grammar structures. Regular and
targeted intervention is necessary. It used to be thought that it was better
to wait and see how each child's language developed and then to work on
production of sounds if there was a problem. However, there is a 95% chance
that this will be a difficulty; so early sound work is very beneficial.
A child may have the word in their mind and know that a chair is called a chair
but may not be able to produce the sounds to make the word. This makes us
question the child's understanding when there is no such problem. For a
longer word the syllables can be clapped out and the word or picture cut into
the syllables to make sound production 'bite-sized'. When teaching verbs it
is necessary to keep putting verbs in the sentences our children give us,
modelling the correct sentence structure. Short, slow, complete sentences are better then just using key words. Make sure that your child is learning the appropriate vocabulary for their age group so that they can communicate with their peers and sign to help to develop sentence structure.
John described how the five stages of the statementing procedure have been removed taking away the ladder effect. It is now called "School Action" and "School Action Plus" and must explain exactly how funding and resources are allocated to achieve a balance between independence and support. It is a legal requirement that review meetings include comments from the children concerned, particularly in Secondary schools with the aim of building independence. The Act also includes details to be included in a statutory referral. The timescales for statementing are not changed i.e.
Sixteen members, including several young people with Down's syndrome,
formed the workshop to hear Lin Woodcock from Sutton Mencap Pathway
Employment Service.
Mrs. Woodcock explained that preparation for work
is the same for everybody and it is never too soon to begin training.
She described this preparation under four headings:
Personal Presentation includes not only personal hygiene and appropriate and clean clothing but facial expressions and body language. The effect of emotions on the face can be discussed using a mirror. Parents were encouraged to discuss the reasons for frequent showering, tying back hair, when clothes should be changed, and lead their young adult to make choices themselves.
Timing is essential but tricky to learn. Encourage the estimation of time, for instance, how long does it take from getting up to being ready to leave home in the morning. Teach setting an alarm clock or booking an alarm call (which can be Mum knocking on the bedroom door at the agreed time). The importance of punctuality, with the consequences of not being punctual, should be understood including repeated lateness making it difficult to hold down a job. Judging the length of a coffee or lunch break needs guidance. For those who cannot tell the time, other signs will be needed.
Using money is possible even if the concept of numeracy and adding up
are difficult. Security of purse and wallet need careful discussion as
money will have to be carried for purchases required during the day. A
bag about the person, and perhaps a secure locker at work will need to be
understood. A bank account will be needed for earnings plus teaching
where to get money, possibly the use of cash points or an identified
person to ask. Cards must be kept secure, as well as mobile telephones.
Pathway recommend their trainees have their mobile phones security
marked and do not use them in the street.
Travel training should start with finding safe places to cross roads such
as light controlled or zebra crossings. It was thought the average
eleven year old had the cognitive development to judge speed and space.
Training to use buses and trains begins by accompanying the trainee
several times, first sitting with them, then elsewhere on the vehicle,
then possibly following by bike or car to check how they are progressing.
If the bus breaks down or a train is cancelled, direct the trainee to ask the driver of the bus or someone in uniform at the station. The trainee might get off at the wrong stop, or forget to get off. Be ready to discuss what to do.
A BT telephone card was recommended, or 20p coin selotaped to the bus pass
or identification card. Make sure the trainee knows the full code number
to telephone home, not just the local part of the number. For someone
with limited speech, it was recommended they had a clearly printed card
which gave their home address and telephone number and which could be
shown to a policeman or other in authority who was being asked for help.
It was suggested "Don't go with a stranger" could be a better long-term
instruction than "Don't talk to a stranger". Advice, if lost, could be
sought from a lady serving in a shop rather than a stranger on the street.
It should be borne in mind that people with learning difficulties often
continue to take instructions literally, even into adulthood.
Mrs. Woodcock continued the discussion by describing some of the jobs done
by people with learning difficulties. Mencap Pathway Service, and other
similar organisations such as Status Employment in Croydon, provide a
coach to learn the job from the prospective employer then teach it to the
trainee. They have their induction into the firm together, including
such information as procedure in case of fire. The employer teaches the
coach once then the coach reinforces the teaching of the trainee for as
long as necessary. The coach breaks each task down into very small steps
for the trainee.
A lady from a longstay hospital, who was being occupied in a Day Centre
but enjoyed clothes, is now tidying coathangers and clothes after these
have been tried on in a large store. A man in another store had done a
variety of warehouse jobs well for seven years and asked for training to
go on the till. He has so far not reached the necessary standard but the
employer is offering to repeat the training every six months in the hope
that the man with learning difficulties will achieve his goal. Others
stick labels in new library books, assist with x-ray filming in a large
hospital, and greatly enjoy sorting recyclable waste. Cleaning is
required in all sorts of settings and these employees can try for an NVQ
in cleaning. One client is the advocate for the residents in his group
home. Others do a variety of office work including labelling, folding,
packing and franking.
Disability Living Allowance is not affected by earnings. £20 per week
may be earned without affecting other benefits. It was strongly
recommended that copies of all application forms relating to benefits be
retained as much paperwork can be involved. Phraseology can be important
so help should be sought from such organisations as Pathway or Status, or
from the DSA. Not all recipients of applications understand that Down's
syndrome is for life.
Mrs. Woodcock had to leave a little early but her inspiring ideas were
welcomed by all present and she was warmly thanked. The discussion
continued as there were parents present with young people already in
catering, self-advocacy and offices including use of computers.