*Useful+Teaching+and+Management+Strategies

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 * Teaching and Management Strategy || Social/ Behavioural || Communication || Sensory || Physical || Cognitive Intellectual || Literacy || Numeracy ||
 * Pair student with complementary students when doing partner work (5) || x || x ||  ||   || x || x || x ||
 * Use different entry points for learning - aesthetic (focusing on the sensory features of the topic or concept) and experiential (using a hands-on approach where student deals directly with the materials that represent the concept or topic) (6). ||  ||   || x ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Use visual aids, vocabulary charts and picture prompts for organisation (11) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Frequently check students understanding of instructions (11) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Before deciding to give alternate activities, try some simple adjustments, for example simplifying text or making task demands more explicit (12) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Encourage student to engage in conversations (in group work, sharing news, answering questions) to improve speech clarity and length of sentences(12) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Speak clearly and reduce background noise (12) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Improve student’s articulation and phonology by getting then to practice single speech sounds and practice whole word and sentence production (12) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Play memory games to improve student’s auditory short term memory (12) ||  ||   ||   ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Give student explicit instructions of what is expected of class members in regards to class rules. Student must put his/her hand up if they are unsure of instructions. Student has a book with questions that they may use if having trouble articulating needs. They may use this if necessary and point to the question (13) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Use meaningful authentic maths activities not just textbooks and worksheets. Relate maths to things student may need in life such as going to the canteen (14) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Use peer tutors (14) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Student’s desk is positioned at the front of the room and he has a specific place to sit at the front for floor activities || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Praise (14) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||   ||   ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">If student misbehaves calmly point out what behaviour was or was not appropriate and what the consequences are || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   ||   ||   ||   ||   ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Incorporate student’s interests (where possible) into learning activities || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Provide alternate peer supported activities if student has to rest after physical activity (6) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   ||   ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Encourage student to attempt tasks in small manageable chunks. He may need help organising how to complete a task(6) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  ||   || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Allow student to use a computer to attempt writing activities and draw pictures to answer questions (6) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||
 * <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">Explain tasks in several different ways- demonstrations, oral instructions and written instructions (6) || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||  || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x || <span style="-webkit-border-horizontal-spacing: 0px; -webkit-border-vertical-spacing: 0px; border-collapse: separate;">x ||

Organisational Chart Visual Supports Rubrics

Is there a relationship between Down’s syndrome and working memory?Yes, **many children with Down’s syndrome have difficulties in this area.** Generally, long-term memory isnot impaired; neither is the visual memory, which is often far stronger. Why do many children with Down’s syndrome have poor working memory?This is not clear, but it is probably due to a deficit in the store or an over-rapid decay rate. In addition,children with Down’s syndrome do not seem t**o develop normal strategies, such as rehearsal and****organisation or chunking skills, to help them remember information**. A further reason is that the auditorydigit span tends not to improve with age as it does for typically developing children. Prof. Buckley foundthat for teenagers with Down’s syndrome, it often only reaches 3 or 4 digits as opposed to a typical spanof 7. This means that there is an increasing difference between mental age and memory performance inchildren with Down’s syndrome.
 * Children with Down’s syndrome – Information Sheet.****Short-term Auditory Memory****By Sandy Alton**Specialist advisory teacher, Down’s Syndrome Oxfordshire (UK)**Short-term auditory memory, (working memory)** also called verbal memory, helps us to make sense oflanguage. We use this memory to hold, process, understand and assimilate spoken language. It relatesdirectly to the speed with which we can articulate words, and influences the speed at which children learnnew words and learn to read.
 * How does short-term auditory memory work?**Many theories about memory suggest that words we hear are received and stored in our working memoryin order to make sense of them. They are then transferred to a more long-term store. However, words areonly retained in the working memory for two seconds unless consciously kept there by silently repeatingthem to oneself, called rehearsing. The amount of information we can retain within the two-second span iscalled the auditory digit span. One way of measuring this digit span is to see how many digits, said atthe rate of one per second, a child can repeat back. Words or nonsense words as can also be used.
 * What are the general implications of having poor working memory?**Working memory affects the ability to learn routines and develop organisational skills. In addition, becausethis memory plays an important role in developing language skills: in acquiring and retaining vocabulary(including phonic awareness and discrimination); in understanding and producing language (includinggrammar and spoken and written language), any deficit will greatly affect a pupil’s ability to respond to thespoken word or learn from a situation relying heavily on auditory skills.
 * Critically, words disappear too quickly from memory. A child struggling to process and remember****what was said can quickly become overloaded if given unfamiliar vocabulary or long, complicated****sentences**. The child will either switch off completely or retain only parts, often from either the beginning orend of a sentence. This poses real problems for children in school situations with a high auditory content,such as:Carpet timeListening to a new storyWhole class discussionsHearing unfamiliar subject-specific vocabularyCircle timeAssemblyBeing given instructionsMental maths
 * A child may have difficulties in:****• Processing and storing information, especially when processing speech alone****• Phonological awareness: learning letters and letter sounds****• Differentiating speech from environmental sounds: auditory discrimination****• Remembering things that they hear: auditory memory****• Learning new vocabulary: poor learning of colours is typical****• Remembering unfamiliar or abstract vocabulary****• Remembering sequences or lists: these fade quickly if not rehearsed and used regularly****• Understanding information they hear: auditory perception****• Following long verbal instructions****• Forming longer words and phrases****• Developing reading, comprehension and grammar**
 * How can we help improve working memory?**By adopting appropriate differentiation and teaching strategies which do not rely on this memory alone.Several approaches and media are needed in order to tap into other memories and store information indifferent ways. Teaching mainly through language fails to maximise learning, particularly when teachingphysical or practical skills. In addition, rehearsal-based training programmes may lead to improved shorttermauditory memory. **However, the main method of reinforcing verbal information for children with****Down’s syndrome is visual.**

• Use visually based mathematical schemes and equipment e.g. Numicon and Cuisenaire rods.
AcknowledgementsProfessor S. Buckley.This information sheet cannot do full justice to the topic of short-term auditory memory and children withDown’s syndrome. Professor Sue Buckley, Gillian Bird & Irene Broadley, in collaboration with ChrisJarrold, University of Bristol, have done much work in the area. For more in-depth treatment, please referto the Further Reading section below and the Down syndrome Educational Trust, (DownsEd), Portsmouth.Further Useful ReadingBaddeley, A.D. (1986). Working memory. Oxford: OUPBaddeley, A. D. & Hitch, G. J. (1974). Working memory. In G. Bower (Ed). The psychology of learning andmotivation (pp 47-89). New York: Academic Press.Broadley, I. & MacDonald J. (1993) Teaching short-term memory skills to children with Down’s syndrome.Down’s syndrome: Research and Practice vol.1.2Broadley, I., MacDonald & Buckley, S. (1995) Working memory in children with Down’s syndrome. Down’ssyndrome: Research and Practice Vol 3.1Jarrold, C. Baddeley, A.D. Phillips, C. (1999) Down syndrome and the Phonological Loop: The Evidencefor, and Importance of, a Specific Verbal Short Term Memory Deficit. Down Syndrome Research andPractice, 6.1.Thornton D. (1999) Remember, remember. Nursery World April 1999.A copy of this paper can be downloaded from the DSA (UK) website: http://www.downs-syndrome.org.uk Ten Tips for Classroom AidesProfessionals helping out in the classroom are very important people as they spend a lot of timewith the student with Down syndrome. Here are a few tips to help you and your student:1. Enable students to make choices on a daily basis. Each of us makes choices everyday from what clothes we want to wear to who we want to sit with in the cafeteria. Whenwe feel deprived of these choices we are more likely to rebel. Let your student makemany choices during the day no matter how insignificant they may seem.2. Avoid the ‘magnifying glass effect’. When a child has an assistant assigned to them itis common for the assistant to keep a ‘close eye’ on the pupil and catch every littlemisdemeanor. Remember that all students do things like sharpen their pencil a little toolong while daydreaming and hop a few steps down the hall while standing in line with theirclass. Try and only correct the BIG problems and let the little things go.3. Promote independence at all times. ‘Learned helplessness’ is a well-documentedproblem for people with Down syndrome and the more your student is unnecessarilyassisted, the more you teach him that he needs to depend on others. Most parents willtell you that what they want more than anything for their child is independence. This is askill that needs on-going support from adults from infancy. When ensuring the homeworkassignments are clear and the school backpack is packed with the appropriate books,think more about how you can teach the student to do it for himself rather than justensuring it gets done. It takes more time in the beginning but in the long run it saves youtime and makes your student is as independent as possible. You can also help by pullingback on prompts as soon as possible and physically assist only when absolutelynecessary.4. Help all students in the class. Another way to promote independence is to make surethat when the student with Down syndrome is independently engaged that you helpothers in the class. This helps to ensure that peers do not see the student with Downsyndrome as the only one in the class who needs help. It gives positive messages to allstudents.5. Communicate well with home and the class teacher. The class teacher is responsiblefor the teaching program and can be a great resource for other issues like behavior andsocial inclusion. The parents, of course, know their child best and regular communicationhelps tremendously. Make sure you also link with the local and national Down syndromeassociations as they often have seminars, staff and publications that can help.6. Maintain the student’s dignity. If your student needs help with toileting, feeding, etc,make sure that you are discreet about it. Also be careful about talking about your studentin her presence unless the comments are positive. Discussions with other staff membersand parents about the student should be done in private.7. Allow your student to create and display her own work. It can appear to be kind tohelp a child to make her Mother’s Day card look more like the model, but more than likelyshe will value more a card that was obviously made by her child. If you alter or assistwith art and academic work more than is actually necessary, it can deflate the value ofthat work for that child and others.8. Be aware that children with Down syndrome can be ‘emotional barometers’. Manychildren with Down syndrome will react to the tone and emotional atmosphere aroundthem. If you expect them to not do well then it often comes across even if you believe youare ‘hiding it’ with the result that it can affect adversely your student’s behavior andwillingness to try new tasks. Also be aware that when you correct your student you mightget an over-reaction such as tears. Do not let this put you off using needed discipline! Onthe positive side, adults who adopt a positive attitude towards their student will often havefar more success.9. Facilitate friendships and relationships with peers. The older a student with Downsyndrome gets the more difficult it can be to make and maintain friendships, mainly due tolanguage delays. You can help in lots of little ways such as ensuring they are sitting withpeers at lunch and know how to play the games the others play at recess. Look forchildren who will be good playmates and support the friendships.10. Allow your student to make mistakes and take risks. We all learn more from ourmistakes so we should not deprive the student with Down syndrome these opportunities.When he does make a mistake, don’t be too quick to put things right. Give your studentthe chance to problem solve.Remember, you have a huge role in supporting your student’s development. You are a very important person