About Down Syndrome,Causes,Symptoms,Effects,Hand of Technology helping the people suffered & its future

2. Developmental Disability

Developmental disability is a term used to
describe lifelong disabilities attributable
to mental or physical impairments, manifested
prior to age 18.

It is not synonymous with "developmental
delay” which is often a consequence of a
temporary illness or trauma during childhood.

3. Causes:

Traumatic brain injury resulting from accidental causes or physical
abuse.

Infection before, during or after birth.

Growth or nutrition problem.

Abnormalities of chromosomes and genes.

Birth long before the expected birth date — also called
extreme prematurity.

Poor maternal diet and absent or minimal health care.

Drug abuse during pregnancy, including alcohol intake
and smoking.

Environmental toxins.

Severe physical maltreatment (child abuse), which may have
caused brain injury and which can adversely affect a child's
learning abilities and socio-emotional development

4. TYPES:
Many different subsets of disabilities nest under
these four main groups.

5. Down syndrome

Down Syndrome is a chromosomal
abnormality that changes the course of
development and causes the
characteristics associated with the
syndrome.

Down syndrome (DS) or Down's syndrome,
also known as trisomy 21, is a genetic
disorder caused by the presence of all or
part of a third copy of chromosome 21.

8. 47,XX,+21

9. Symptoms:
The signs and symptoms of Down syndrome are
characterized by the ”Neotenization” of the
brain and body.

Microgenia (abnormally small chin).

Oblique eye fissures on the inner corner of the eyes.

Muscle hypotonia (poor muscle tone).

A flat nasal bridge, a single palmar fold.

10. Symptoms:

A Protruding tongue (due to small oral
cavity, and an enlarged tongue near the
tonsils)

Face is flat and broad.

A short neck.

White spots on the iris known
as Brushfield spots.

Excessive space between large toe and
second toe

11. EFFECTS:

Most individuals with Down syndrome have Intellectual disability in the mild (IQ 50–70) to
moderate (IQ 35–50) range.

Language skills show a difference between understanding speech and expressing speech,
and commonly individuals with Down syndrome have a speech delay.

The incidence of Congenital heart disease in newborn babies with Down syndrome is up to
50%.

Individuals with DS are at increased risk for dysfunction of the Thyroid gland, an organ that
helps control metabolism.

Infertility: Males with Down syndrome usually cannot father children, while females
demonstrate significantly lower rates of conception relative to unaffected individuals.

12. ROLES OF
TECHNOLOGY IN
HELPING PERSON
WITH DOWN
SYNDROM

13. 
Social development and social learning are strengths

Speech and language development is an area of specific and significant impairment in
comparison to non-verbal men.

Working memory, especially verbal short-term memory is specifically impaired, which has
consequences for thinking, problem solving and reasoning.

Number skills are typically delayed relative to reading skills.

Social behaviour is a strength when compared with other children with similar cognitive
delay; however, children with Down syndrome are particularly sensitive to non-verbal cues in
others such as anxiety and disapproval and this has consequences for their behaviour.

14. Treatment:
1.NO CURE FOUND YET…
2.NO WAY TO PREVENT OR CHANGE THE RISKS OF HAVING A CHILD AFFECTED
WITH DOWN SYNDROM.

Computer-assisted learning offers particular benefits
for children with Down syndrome such as visual
presentation, self-paced learning, highly motivating
graphics and sound, immediate feedback and the
opportunity to be in control of their own learning

15. Benefits of computer-assisted learning
for people with Down syndrome:

Improving motivation: The learning experience is
enhanced with pictures, sounds and animation which may
increase a child's interest and attention.

Multi-sensory experience: Computers provide both visual
and auditory input. Children with Down syndrome are
'visual learners' who learn best when information is
presented visually and find learning from listening more
difficult. ICT is particularly well suited to this learning style.

Non-verbal mode of response: Children are able to give
non-verbal responses, enabling them to demonstrate their
understanding without having to produce a spoken
response, which may be particularly difficult for them due
to troubles with articulation, word finding and intelligibility.

16. Benefits of computer-assisted learning
for people with Down syndrome:

Being in control: Children begin to understand that they can
have an effect on their surroundings through 'cause and
effect' software; this sense of being in control develops further
as children start to use familiar programs unassisted; selfesteem develops as they become more independent in their
learning and presentation improves.

Immediate feedback: Children are rewarded for their
successes immediately, e.g. with pictures, sound effects or
music, or prompted if they need to try again. The computer
never gets impatient or frustrated by repeated errors,
feedback is non-threatening and non-judgemental.

Errorless learning: Software can be designed in such a way
that the child is supported in order to achieve repeated
success. The child is supported at each step as necessary,
before they make a mistake. This allows the child to learn a
sequence of steps to achieve success every time.

17. Benefits of computer-assisted learning
for people with Down syndrome:

Opportunities for practice: Children with Down
syndrome need much more practice to acquire new
skills and ICT can provide as many opportunities as
necessary to repeat the same objective in exactly the
same way

Self-paced learning: The child is able to proceed as
fast or as slow as he or she wishes; the computer will
'wait' for the child to respond without prompting them
before they have had time to fully process the
information and construct their response

Differentiation: A vast range of software can be
purchased or downloaded from the Internet in order
to produce differentiated activities to meet
individual requirements

18. Electropalatography:

Therapists found significant improvements in
children’s speech when they used
Electropalatography or EPG.
EPG records where and when the tongue
makes contact with the roof of the mouth
during speech.
 It can be a particularly useful means of helping
some children with speech difficulties to
improve their speech because it provides
visual feedback to the child, which is not
ordinarily available, and does not rely purely
on what the child hears.


19. Electropalatography:
The child wears the palate which contains
62 electrodes that detect the child’s
tongue movement on the roof of the mouth
when they speak.
During a session, the therapist also wears a
palate that models the correct patterns to the
child. The child can clearly see the images
which the tongue makes on the computer screen.
The child tries to copy the therapist’s tongue movements by trying to recreate
the same pattern which shows on the computer screen.

20. STILL THERE IS HOPE…

S
till there is a hope…

21. THANK YOU
THANK YOU