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Down syndrome is a condition in which a person has an extra chromosome. Chromosomes are small “packages” of genes in the body. They determine how a baby’s body forms and functions as it grows during pregnancy and after birth. Typically, a baby is born with 46 chromosomes.

common physical features

Trisomy 21: About 95% of people with Down syndrome have Trisomy 21.2 With this type of Down syndrome, each cell in the body has 3 separate copies of chromosome 21 instead of the usual 2 copies. Translocation Down syndrome: This type accounts for a small percentage of people with Down syndrome (about 3%).2 This occurs when an extra part or a whole extra chromosome 21 is present, but it is attached or “trans-located” to a different chromosome rather than being a separate chromosome 21. Mosaic Down syndrome: This type affects about 2% of the people with Down syndrome.2 Mosaic means mixture or combination. For children with mosaic Down syndrome, some of their cells have 3 copies of chromosome 21, but other cells have the typical two copies of chromosome 21. Children with mosaic Down syndrome may have the same features as other children with Down syndrome. However, they may have fewer features of the condition due to the presence of some (or many) cells with a typical number of chromosomes.

A strong preference for visual learning A natural inclination to technology Strong capacity for social understanding and empathy Stead vocabulary acquisition Strong short-term memory Age-appropriate self-help and daily living skills

Down syndrome is the most common and readily identifiable chromosomal condition associated with intellectual disabilities. It is caused by a chromosomal abnormality: for some unknown reason, an accident in cell development results in 47 instead of the usual 46 chromosomes. This extra chromosome changes the orderly development of the body and brain. In most cases, the diagnosis of Down syndrome is made according to results from a chromosome test administered shortly after birth.

Ask your students to brainstorm a definition for the word, and jot down their ideas. Ask your students to share their ideas on what exactly an immigrant is.

Ask for a handful of students to reveal their nationalities, backgrounds, or countries of origin.

Divide your students into fivegroups. Distribute the “Immigrants: Past and Present” organizer to yourstudents. Assign each group one of the following five immigrants: 1) SeymourRechtzeit from Poland, 2) Li Keng Wong from China, 3) Kauthar from Kenya, 4) Virpal from India, and 5) Quynh from Vietnam. Ask each group to circle theirassigned immigrant on the organizer.

Culminating Activity: Creating a Personal Timeline Review the Lincoln timeline that students assembled at the beginning of the lesson. Point out that each event has a date, as well as information and a picture about that date. Remind students that the timeline begins with the earliest date and goes until the most recent date. Explain to students that it is now their turn to make a timeline about their own lives. Ask them to think about two important things that have happened to them in their lives. Ask for some volunteers to share this information. (Some possible answers: the day they were born; going on a fun vacation; learning to play an instrument; getting a special gift; starting school; making a new friend; etc.) Hand out blank sheets of paper to each student. (Hand out 1 sheet of paper for each student creating a timeline online and distribute 3-4 sheets for each student creating a timeline by hand.). Ask each student to write down the two events that they thought of on a sheet of paper. Now ask them to think of 4 more important things that have happened to them in their lives and to write those down, as well. Ask students to create a timeline on which to put these events. Creating timelines by hand: Ask students to draw a line from left to right across the middle of their paper. Then ask them to draw small vertical lines to indicate important years in their lives. To create a longer timeline, students can tape 2-3 pieces of paper end to end and then draw a horizontal line across all the sheets. Creating online timelines: Direct students to the “Timeline Generator” at TeAch-nology.com (Note: Instruct them to scroll to the bottom of the page to see the timeline tool.) Ask students to put their 6 events in chronological order in their timelines, starting with the earliest event and ending with the most recent. If students are using the online timeline tool, ask them to print out their timelines once they have finished. Encourage all students (whether creating a timeline by hand or on the computer) to draw/paste images or photographs to go along with each event. After students have completed their individual timelines, ask for volunteers to explain/ present their timelines to the group.

One of the most common accommodations for students with special needs is preferential seating. This doesn’t always mean in the front row of the classroom right next to the teacher’s desk

Many general education mainstream students cannot perform the following simple tasks: telling time from an analog clock writing a simple letter signing their name in cursive note taking and study skills

Collaborative teaching looks differently depending on what school, level, and setting you are working. I am fortunate enough to work in a school where collaborative teaching is encouraged and celebrated. Teachers have common planning times, and professional development time is often set aside for teachers to plan together.

ways that we can find out about people, places and events that took place a long time ago

Discuss the responses with the students

Ask students to define empathy

After watching the video, discuss the following questions: What was the most memorable moment in the video? Why did that moment have an impact on you?

Explore the notion of perspective taking and how it leads to empathy. Ask students, Why is it important both at an individual and a more global level to understand and respect each other’s experiences? (People’s experiences inform their viewpoints.) Have students brainstorm other ways a person can use to become more aware of how another person is feeling, thinking, or behaving and why such insights are important.

who's perpetually in motion,

ho stares into space,

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The survey results can be broken down into three overarching themes: parent engagement along with synchronous and asynchronous strategies. The responses uncovered the following best practices to address the needs of students with learning differences.

Initial remote IEP meeting:

Weekly check-ins:

So how can you help?

Listening to children’s feelings.

Rewarding effort, not just “the product.”