Down syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material causes delays in the way a child develops. It affects about 1 in every 800 babies. The physical features and medical problems associated with Down syndrome (DS) can vary widely from child to child. While some kids with DS need a lot of medical attention, others lead healthy lives.

Sakina is a child who I support at Madressa who has been diagnosed with DS. Understanding Sakina’s academic ability is the key to ensure that we can bring the best out of her. Talking to school teachers and other professionals who work with Sakina on a daily basis gives us a great insight as to the methods that work best in order for Sakina to pick up and learn as much as possible during Madressa times.

I normally use various techniques to determine if Sakina is more of a visual or an auditory student. With Sakina, we recognized that she is a highly visual individual and bright colours and visual objects are able to stimulate her best.

I therefore tend to use the various resources supplied by the admin team at Madressa as well as some of the resources that her school teachers have been successful around, tailored around the madressa curriculum.

Sakina also loves to role play and likes to be the lead. We therefore talk about her being the teacher and she teaches me as a student and is excited to do this.

Sakina loves to be involved with other children and when participating within the class activity, she likes to be asked for the answer by the teacher to which she answers with excitement (normally the correct answer too!)

We ensure she is sat on a middle seat, next to friends she likes on the front row. We introduce the friends on either side and she commences by giving them a hug and telling them her name and asking their names too.

Some of the challenges I face around Sakina that were discussed with her school teachers recently involved her attention span to working for long periods and also completing tasks set. Another challenge I faced was setting the boundaries for Sakina to listen without being too nice or too harsh as I always want the child to want to come to Madressa happily.

These challenges were overcome by speaking with the school and understanding the routine they work toward with Sakina at school. This involves a visual timetable and a big ‘NO ENTRY’ sign should one of the lessons be cancelled. They also work with a maximum of 3 activities a lesson and after each activity is complete, each brightly coloured number is pulled off a Velcro and popped into a little box. Sakina is now in control and our expectations are outlined well before the task commences.

Reward charts and certain Makaton signs are also helpful as the child feels they are being understood and have built a certain rapport with you.

Being calm around Sakina is vital as children tend to react in panic if they can sense that around you.