Down syndrome and learning

The most important influence on a young child’s early development is daily interaction and activity within the family. Even so, children with Down syndrome also benefit from structured learning opportunities. Families are encouraged to use the early learning and intervention services available from infancy, which support the development of important early childhood skills.

Good parenting practices apply to all children#

Socially appropriate behavior should be encouraged and expected right from the start. Children with Down syndrome benefit from clear boundaries in the same way as other children. In many ways, parenting a child with Down syndrome is not very different from parenting any other child, and for all children, a consistent approach is important.

Most babies and young children with Down syndrome can and do attend childcare centers, playgroups and preschool settings alongside children of the same age, and they learn a great deal from joining in. Early learning and intervention specialists work with families to encourage learning and development within the child’s daily life. Children with Down syndrome can take part in all activities and should have the same expectations placed on them for good behavior and responsibility as other children.

Understanding behavior#

There are no behaviors specific to children with Down syndrome. Sometimes, though, difficulty expressing themselves in words can lead to frustration, and a child may try to communicate through behavior, sometimes in unwanted ways.

It is often helpful to look beyond the behavior to find the real message the child is trying to express. This makes it easier to understand and address the underlying cause. Because that cause is often misunderstood, people with Down syndrome are sometimes wrongly labeled as stubborn.

The school years#

Children with Down syndrome can attend the school of their parents’ choice. In the past, many attended separate schools for students with intellectual disabilities. However, research shows that most children with Down syndrome make the best progress when they are educated in mainstream schools alongside their peers.

A student with Down syndrome is more likely to do well in a school where inclusion is embraced as part of the school culture, and where the different learning needs of all students are recognized and properly met. Research also shows that the whole school benefits from including students with disabilities: a range of students in every class gains from strategies developed to meet one student’s learning needs. The best outcomes are achieved when teachers are given appropriate support to fully include the student.

Children with Down syndrome should be given extra support to access the regular curriculum. The level of support and the amount of program modification needed will vary from one student to another. People with Down syndrome generally take longer to learn new things. New skills may need to be broken into smaller steps, and more repetition may be needed to retain them. More structure in activities can also help a child work independently in class.

The gap in skills and learning between children with Down syndrome and their peers tends to widen with age, and by secondary school it may be quite significant. Importantly, people with Down syndrome do not plateau or stop learning in their teenage or adult years. Given the opportunity, they keep making steady progress and continue learning throughout life, just like everyone else.

Life after school#

Many students with Down syndrome complete their secondary schooling and go on to further training or higher education. Access to a range of work experience opportunities is very important in helping young people make informed choices about life after school. Young people with Down syndrome often face greater challenges than their peers in leaving school and moving into adult life, so more planning is usually needed.

While everyone wants their child to succeed at school, it is worth remembering that academic success is not the key to leading an ordinary life. Many young people leave school with limited academic skills yet are well equipped to lead a happy, fulfilling and independent life as a valued member of the community.

Key points#

• Early learning and intervention services from infancy support important early childhood skills.
• Good parenting practices, including consistency and clear boundaries, apply to all children.
• Looking beyond a behavior to its underlying cause helps you understand and respond to it.
• Most children with Down syndrome make the best progress in mainstream schools with appropriate support.
• People with Down syndrome continue to learn throughout life when given the opportunity.

Where to get help#