Free webinars: supporting speech, language and reading for children with Down syndrome

Free webinars Find out more about supporting speech, language and reading development for children with Down syndrome at our free online events next week.

Effective reading instruction DSE's Reading and Language Intervention for Children with Down Syndrome (RLI) is an evidence-based programme designed to teach reading and language skills to children with Down syndrome. RLI incorporates best practice in structured activities delivered in fast-paced daily teaching sessions. It was evaluated in a randomised controlled trial and found to improve rates of progress compared to ordinary teaching. This event is aimed at parents and educators interested in learning more about RLI. It offers an introduction to the new teaching programme, describing how it was designed and evaluated, who it is for, what is involved in delivering it, and what resources are available to support its use. Find out more... Find out more...

Down Syndrome: The Measure of Intelligence

by Vicki Vila from Thoroughly Modern Messy:
What is considered intelligent varies with culture. For example, when asked to sort, the Kpelle people (a tribal ethnic group in Liberia and southern Guinea ) take a functional approach. A Kpelle participant stated “the knife goes with the orange because it cuts it.” When asked how a fool would sort, they sorted linguistically, putting the knife with other implements and the orange with other foods, which is the style considered intelligent in other cultures.
            Credit: Wikipedia: Glick (1975) reported in Resnick, L. (1976). The Nature of Intelligence. Hillsdale, New Jersey: Lawrence Erlbaum Associates. 

Here’s what this has to do with my 4-year-old son with Down syndrome:

Because of his genetic anomaly, Trisomy 21, which means possessing three copies of the 21^st chromosome instead of two, my son and others like him have been deemed “intellectually disabled.” Or, a term that is thankfully falling out of favor even in medical circles, mentally retarded.

To come to this conclusion, researchers and psychologists have administered IQ tests that by and large are incapable of accurately determining the true abilities of people with Down syndrome. There are a number of reasons why they aren’t completely accurate, even though they may be the best tools available. But the most obvious is that they fail to take into account that people with Down syndrome cannot often easily express to others all that they know, either linguistically or through other means of communication. Their receptive language skills (the ability to receive and process information) are typically much stronger than their expressive language skills (their ability to give back).

 

Copyright © jaya vijayan, via Flickr

teachmetotalk.com’s Christmas Therapy Guide is now for sale!

by Laura Mize from Teach Me To Talk:

I’m launching a brand new feature here on teachmetotalk.com with the release of our very first Therapy Guide just in time for Christmas.

What’s a Therapy Guide?

teachmetotalk.com’s Therapy Guide consists of two components for helping you learn to work with a young child with a language delay or disorder.

First you’ll receive access to an instructive video. In this 50 minute video I’ll walk you through many, many ideas for using 6 different toys and activities based on holiday themes. I’ll teach you exactly what to say to engage a toddler or young preschooler, target new play and cognitive skills, and teach new language skills. I’ll discuss and demonstrate several activities for each toy providing practical application tips to increase your effectiveness and make sure you know what you’re doing!

You’ll also get a comprehensive written treatment plan (This one is 16 pages!) to pair with the activities demonstrated on the video. In the written guide you’ll find a list of suggested goals, materials, instructions, and strategies to make this a productive learning opportunity for both the child and you! Each activity lists 5 to 10 goals for targeting social, cognitive, both receptive and expressive language, and perhaps even speech intelligibility skills in very young children.

This information is appropriate for use by speech-language pathologists, committed parents and grandparents, occupational and developmental therapists, early intervention and preschool teachers, and other professionals who work with toddlers with language delays and developmental concerns.

Like several of my other projects, the Christmas Therapy Guide is written in a homework format and may be copied and shared with families during sessions. It’s a fantastic parent and caregiver training tool for SLPs and other therapists who work in early intervention.

The Christmas Therapy Guide is $19.99.

To purchase now, select Christmas Therapy Guide from the product list by going to www.shop.teachmetotalk.com. PayPal is a payment option.

Carrie McLaren: Learning the Language of Special Needs

by Carrie McLaren from Jacksonville.com:
When my youngest daughter, Molly, was born with Down syndrome in 2010, I knew absolutely nothing about the special-needs world. It was an entirely new place for me, and besides the fear and shock of her diagnosis, I was scared for what the future held for our family.
In the months following Molly’s diagnosis, I wanted to educate myself on the language associated with Down syndrome. It was important to me to learn right from wrong and the proper usage of terms, but also understand how to help others come to terms with Molly’s condition.
As we’ve grown as a family, I’ve found it therapeutic to talk with others about Molly’s diagnosis. Yet, I’ve noticed there seems to be an uneasy feeling when others talk about Molly’s condition. It’s not a fear of asking questions or loving Molly — there’s certainly no shortage in that area. It’s the not knowing of how to actually refer to her condition.
The National Down Syndrome Society site’s preferred language reference guide is a wealth of information for a mom like me, new to the special-needs world.
And based on the knowledge I’ve gained from them, here’s my gentle introduction to the preferred language when referring to individuals with Down syndrome (or any disability for that matter).

People don’t “suffer” from Down syndrome and they certainly aren’t “afflicted” with it either.
Down syndrome isn’t a disease; you can’t “catch” it. It’s a chromosomal condition. In fact, there are 400,000 Americans living with Down syndrome.
While many times it’s referred to as Down’s syndrome, the preferred American usage is Down syndrome. English physician John Langdon Down characterized the condition but did not have it.
Individuals with Down syndrome (and any disability) should be referred to as people first. Always. Rather than “a Down syndrome girl” or a “Down’s child,” the proper wording should always be “a child with Down syndrome.” No exceptions.
This last one is the big one for me. A person should never be labeled by his diagnosis or condition.
While I understand that some may see this as trivial, to a parent of a child with special needs it’s extremely important and somewhat personal, too.
I want my daughter to be recognized as an individual, not by the fact that she just happens to have an extra chromosome.
I believe a “people-first language” should be applied to all people of all walks of life, not just individuals with Down syndrome. Everyone deserves the right to be thought of as a person and not as his disability.
I don’t feel it’s my place to correct others when they reference it incorrectly, because honestly before Molly was born I didn’t really know the “proper” way either. The only way to strengthen a community is to educate a community.
I may not be an expert in much, but I’m a mom raising a child with Down syndrome. I like to think that makes me an expert in love, understanding and kindness, too.

Read more at Jacksonville.com: http://jacksonville.com/news/metro/2012-09-16/story/carrie-mclaren-learning-language-special-needs#ixzz26lNfpHBP