Read the text. Down syndrome is a genetic disorder caused by the presence of all or part of an extra 21st chromosome

Down syndrome is a genetic disorder caused by the presence of all or part of an extra 21st chromosome. It is named after John Langdon Down, the British doctor who first described it in 1866. The condition is characterized by a combination of major and minor differences in body structure. Often Down syndrome is associated with some impairment of cognitive ability and physical growth as well as facial appearance. Down syndrome is usually identified at birth.

Individuals with Down syndrome can have a lower than average cognitive ability, often ranging from mild to moderate mental retardation. Developmental disabilities often manifest as a tendency toward concrete thinking. A small number have severe to profound mental retardation. The incidence of Down syndrome is estimated at 1 per 800 to 1 per 1, 000 births.

Many of the common physical features of Down syndrome also appear in people with a standard set of chromosomes. They include a single transverse palmar crease (a single instead of a double crease across one or both palms), an almond shape to the eyes caused by an epicanthic fold of the eyelid, shorter limbs, poor muscle tone, and protruding tongue. Health concerns for individuals with Down syndrome include a higher risk for congenital heart defects, gastroesophageal reflux disease, recurrent ear infections, obstructive sleep apnea, and thyroid dysfunctions.

Early childhood intervention, screening for common problems, medical treatment where indicated, a conducive family environment, and vocational training can improve the overall development of children with Down syndrome. Although some of the physical genetic limitations of Down syndrome cannot be overcome, education and proper care will improve quality of life.

Individuals with Down syndrome may have some or all of the following physical characteristics: oblique eye fissures with epicanthic skin folds on the inner corner of the eyes, muscle hypotonia (poor muscle tone), a flat nasal bridge, a single palmar fold (also known as a simian crease), a protruding tongue (due to small oral cavity, and an enlarged tongue near the tonsils), a short neck, white spots on the iris known as Brushfield spots, excessive flexibility in joints, congenital heart defects, excessive space between large toe and second toe, a single flexion furrow of the fifth finger, and a higher number of ulnar loop dermatoglyphs. Most individuals with Down syndrome have mental retardation in the mild (IQ 50–70) to moderate (IQ 35–50) range, with scores of children having Mosaic Down syndrome (explained below) typically 10–30 points higher. In addition, individuals with Down syndrome can have serious abnormalities affecting any body system.

Cognitive development in children with Down syndrome is quite variable. It is not possible at birth to predict their capabilities, nor the number or appearance of physical features predictive of future ability. The identification of the best methods of teaching each particular child ideally begins soon after birth through early intervention programs. Since children with Down syndrome have a wide range of abilities, success at school can vary greatly, which stresses the importance of evaluating children individually. The cognitive problems that are found among children with Down syndrome can also be found among typical children. Therefore, parents can use general programs that are offered through the schools or other means.

Language skills show a difference between understanding speech and expressing speech. It is common for children with Down syndrome to need speech therapy to help with expressive language.

Fine motor development refers to the development of skills involving the smaller muscle groups such as the hand and the fingers. The development of fine motor skills in Down Syndrome usually follows the same pattern as in the typically developing. It may take a bit longer to achieve fine motor goals for children with Down Syndrome. These skills will also generally develop a bit later than in " typical" children.

Some examples of fine motor skills are using the pincer grasp (thumb and forefinger) to pick up small objects, cutting, coloring and writing and threading beads.

Some of the possible causes of delay in the development of fine motor skills in Down Syndrome include:

· hypotonia (low muscle tone)

· loose joints and ligaments

· hand shape (hands are smaller and fingers are shorter than typical)

· decreased cognitive skills (making it more difficult for the child to reason things out and to learn to coordinate his movements)

In education, mainstreaming of children with Down syndrome is becoming less controversial in many countries. For example, there is a presumption of mainstream in many parts of the UK. Mainstreaming is the process whereby students of differing abilities are placed in classes with their chronological peers. Children with Down syndrome may not age emotionally/socially and intellectually at the same rates as children without Down syndrome, so over time the intellectual and emotional gap between children with and without Down syndrome may widen. Complex thinking as required in sciences but also in history, the arts, and other subjects can often be beyond the abilities of some, or achieved much later than in other children. Therefore, children with Down syndrome may benefit from mainstreaming provided that some adjustments are made to the curriculum.

Some European countries such as Germany and Denmark advise a two-teacher system, whereby the second teacher takes over a group of children with disabilities within the class. A popular alternative is cooperation between special schools and mainstream schools. In cooperation, the core subjects are taught in separate classes, which neither slows down the typical students nor neglects the students with disabilities. Social activities, outings, and many sports and arts activities are performed together, as are all breaks and meals.

In Russia there are still a great many myths and wrong stereotypes concerning the nature and consequences of Down syndrome. People with Down syndrome are believed to be hopelessly retarded and incapable of learning. Many people think that individuals affected by Down syndrome are emotionally disturbed and incapable of a true attachment, aggressive or, on the contrary, always happy. The situation is very different in civilized countries, where such stereotypes were cast back some 20-30 years ago. Research and experience show that most people with Down syndrome have IQ’s that fall in the mild to moderate range of retardation. Some are so mildly affected that they can live independently and be gainfully employed. There is a wide variation in mental abilities, behavior and physical development in individuals with Down syndrome. Each individual has his/her own unique personality, capabilities and talents. It is obvious that individuals with Down syndrome benefit from loving homes, early intervention, appropriate medical care, special or integrated education, making friends with their peers, and positive public attitudes.

 

III. 1. Answer the questions:

1) Are all people with Down syndrome severely retarded?

2) Is Down syndrome a rare genetic disorder?

3) Do only older women give birth to babies with Down syndrome?

4) What is the life expectancy for people with Down syndrome?

5) Should all children with Down syndrome be placed in special education classrooms?

6) Is there a cure for Down syndrome?

2. Make the plan of the text. Here are the titles in the wrong order. Make the order correct:

1) Physical characteristics of individuals with Down syndrome.

2) History and incidence of Down syndrome.

3) Myths about Down syndrome in Russia.

4) Language skills.

5) Education.

6) Fine motor development.

7) Cognitive development.

 

3. Say whether the following statements are true or false:

1) Down syndrome occurs in 1 in 800 births.

2) Most people with Down syndrome have IQ's that fall in the mild to moderate range of retardation.

3) Children with Down syndrome may benefit from mainstreaming provided that some adjustments are made to the curriculum.

4) People with Down syndrome are always happy.

5) Most children who develop epilepsy are treated conventionally with anticonvulsants.

6) Adults with Down syndrome are unable to form close interpersonal relationships leading to marriage.