Due to
Michelle's regression both cognitively and emotionally, she lost many gains and
declined in progress. Because she was no longer in her 7-9 year old class, but
the 9-11 year old program, she was not meeting the academic requirements to
stay in the program. During the new IEP meeting, the school addressed with Pam,
the idea of getting counseling for Michelle. Pam was very open about Michelle's
behavior and thought it would be very beneficial for Michelle, and even decided
that counseling would be very beneficial for herself as well. Pam contacted
Brian, to see if he would continue his financial support, and to also see if he
would like to come to the therapy sessions with her and Michelle, but he
declined. He wanted to keep his contact with Michelle on a limited basis, but
one day when Brian and Michelle were playing at the park, Michelle started to
uncontrollably cry and would not listen to Brian when he was trying to calm her
down. At the time, Brian realized that he needed to take on a more primitive role
in Michelle's life. While they were at the park, Brian noticed his daughter was
acting with impulsivity and noticed that she was stressed. Pam had never told
Brian the extent of Michelle's separation anxiety and misbehavior, and noted
that she could have a form of ADHD or an anxiety disorder and would join them
in their therapy sessions.
Even with the therapy with both of her parents, Michelle was not improving
emotionally, and in fact getting worse. At least half of children with down
syndrome face mental health issues and Michelle's opposition, impulsiveness,
and inattentive behaviors were uncontrollable for Pam to handle, while working,
because she could not give Michelle the necessary attention she needed at all
times. In her class at school, Michelle was disruptive and inattentive. Pam
noticed that Michelle was not sleeping at night, and that she was suffering
from chronic-sleep difficulties, Michelle was falling asleep at odd hours of
the day, and she always complained that she was tired and fatigued. Pam decided
that even though she was against medication, that it was time to try something
different for Michelle. They decided to try a serotonin reuptake inhibitor,
which is commonly the drug of choice for the treatment of childhood and adult
anxiety disorders. They also combined this medication, with cognitive-behavioral
therapy, which is a type of talk therapy and has been scientifically shown to
be effective in treating anxiety disorders. It taught Michelle skills and
techniques to reduce her anxiety and combined with the medication, turned out
to be a blessing, because after a few months, Michelle learned to identify and
replace negative thinking patterns and behaviors with positive ones. The
sessions only lasted 12 weeks, and Michelle was back to be her normal self, and
excelling in school.
As Michelle progressed in school and got older, she reached the middle school,
and Pam had to make a decision of whether to keep her daughter in the same
school, or pull her out and put her in a private setting. Knowing that this
change might cause regression in both settings, she decided to put Michelle
into the middle school program. As a parent, Pam wanted Michelle to have goals.
In her middle school program, Pam wanted to see Michelle becoming more
independent and learning personal care skills. During her time in the program,
Michelle developed her own personal identity. She was fascinated with horses,
and Pam took her to the stables after school. Pam noted that Michelle was
learning self-confidence and had self-esteem, which Pam could clearly see at
home. Michelle could read books to Pam, her favorite book was "The Cat in
the Hat," and Pam often found Michelle reading on her own in her room.
Michelle's teacher, thought Michelle would benefit from a tablet, that had
games on it, because Michelle's eyesight was becoming weak, looking at pages
and paper, so being able to play games and read on a tablet, would benefit her
greatly due to the screen and bright images.
Due to Michelle succeeding, Pam even enrolled Michelle at a program at the
local rec center, which brought together children with disabilities and they
played games together. Michelle developed her own network of friends. Pam was
very happy with the progress Michelle was making. Physically though, Pam noted
that Michelle was becoming very skinny. She had not grown in height in a couple
years, and was worried she was not getting the proper nutrition, even though
she was eating, since she could not gain weight. Even though some children with
Down syndrome are overweight because they cannot control their caloric intake
and eat more than they should, Michelle did not have this problem, and Pam made
an appointment at a local physician's office, but was put on the waiting list.
Pam and Brian were also getting along better, and were doing things together as
a family. Pam could see that Michelle could sense that they were getting along
as if they were a family unit, and Michelle flourished having both her parents
as prominent figures in her life. As Michelle increased her independence at
home, Pam was now leaving her stay at home for a couple hours a day
unsupervised. Michelle, Pam, and Brian were all very happy with what their
lives had come to.
1) What impact of a family
system, have on a child with Down syndrome? Can children with Down syndrome,
sense when their parents are happy, sad, and angry? Even though they may not
"know per se" what is going on, do they still know?
2) What other services can a
Middle School inclusive program offer a child with Down syndrome, besides life
skills?
3) Do children with Down
syndrome decline in Health when they get older? What illnesses are children
with Down syndrome more susceptible to as they get older?
4) Do children with Down
syndrome regress in their emotional instability as they get older?
Decision
Point: Does Pam let Michelle continue her education into a high school setting,
or does she hire a tutor for her to continue her education? Pam is worried that
if she is put in a high school setting special needs class, the other children
of the school will see her and make fun of her, causing Michelle to act out and
lose all the progress she has gained.
Citations:
An overview of the development of teenagers with Down
syndrome (11-16 years). (n.d.). An overview of the development of teenagers
with Down syndrome (11-16 years). Retrieved July 7, 2014, from http://www.down-syndrome.org/
Mental Health Issues & Down Syndrome. (n.d.). -
National Down Syndrome Society. Retrieved July 7, 2014, from http://www.ndss.org/Resources/
Treatment | Anxiety and Depression Association of America,
ADAA. (n.d.). Treatment | Anxiety and Depression Association of America, ADAA.
Retrieved July 7, 2014, from http://www.adaa.org/living-
An overview of the development of teenagers with Down
syndrome (11-16 years). (n.d.).An overview of the development of teenagers
with Down syndrome (11-16 years). Retrieved July 7, 2014, from http://www.down-syndrome.org/
1) What impact of a family system, have on a child with Down syndrome? Can children with Down syndrome, sense when their parents are happy, sad, and angry? Even though they may not "know per se" what is going on, do they still know?
ReplyDelete"The overall impression of the families and children with Down syndrome is one of normality. The factors that influence their well-being and that of the child are largely the same as those influencing any child and family. The research has emphasized the wide range of individual differences between and within the families and between the children themselves. Consequently generalized statements and assumptions based on the fact that Down syndrome is present should be avoided."
So, children with Down Syndrome can be expected to react to changes in family dynamic just like an atypically developing child. Children with Down Syndrome have typical emotions and are able of empathy so they would be able to understand how their parents feel.
2) What other services can a Middle School inclusive program offer a child with Down syndrome, besides life skills?
“When inclusion is effectively implemented, research has demonstrated academic and social benefits for all students: both those who have special needs as well as typical students. Friendships develop, nondisabled students are more appreciative of differences and students with disabilities are more motivated. True acceptance of diversity ultimately develops within the school environment and is then carried into the home, workplace and community.”
“In May 2000, the Indiana Inclusion Study investigated the academic benefits of inclusive education for students without disabilities. This study concluded that students without disabilities who were educated in inclusive settings made significantly greater progress in math than their peers. Although their progress in reading was not significantly greater than their peers, there was a "consistent pattern" in their scores that favored educating students without disabilities in inclusive settings.
This and other research has highlighted improved academic skills, social skills, communication skills and peer relationships as four of the most important benefits of inclusion. Nondisabled students can serve as positive speech and behavior role models for those with disabilities and students with disabilities offer their nondisabled peers acceptance, tolerance, patience and friendship.”
3) Do children with Down syndrome decline in Health when they get older? What illnesses are children with Down syndrome more susceptible to as they get older?
ReplyDeleteIndividuals with Down Syndrome can live standard, healthy lives but are at a higher risk throughout the life to have Infections or heart defects, leukemia, thyroid, hearing or vision deterioration, sleep problems including sleep apnea, dementia, Alzheimer’s, and other psychiatric or neurobehavioral disorders to name a few. Also as they grow into adulthood, Down Syndrome individuals experience “accelerated aging” meaning that they experience both mental and physical changes at early ages in life such as bone deterioration that normally would be found in the elderly around 70 or 80 years of age. Individuals with Down Syndrome can have these same symptoms at 50.
4) Do children with Down syndrome regress in their emotional instability as they get older?
Like physical disadvantages, individuals with Down Syndrome are at a higher risk to develop psychiatric disorders to include neurobehavioral problems as they age. Mental illnesses such as depression, anxiety, obsessive compulsive disorder, etc. can be likely and result in abrupt mood changes and some emotional instability. If changes are noted over time, it is best to consult a physician for an assessment of mental illnesses as soon as possible.
http://www.down-syndrome.org/information/social/overview/
http://www.down-syndrome.org/perspectives/66/
http://www.ndss.org/Resources/Education/Implementing-Inclusion/
http://www.ndss.org/PageFiles/2594/Aging%20and%20Down%20Syndrome%20A%20Health%20and%20Well-Being%20Guidebook.pdf