Issues on Down Syndrome - Essay Example

It is usual that open language skills to ageing adults with Down syndrome, are affected significantly compared to expressive skills (Carter Young & Kramer, 1991). Expressive language may remain intact over a long period, thus acting as a measure of overall ability. Studies have extensively examined adults with Down syndrome on their communication and language. Predictors such as school tutorials, how the person with the disorder grows up in the family, and enrichment therapies influence their academic performance (Bird &Thomas, 2002).

Age, language and related skills in adults with downs syndrome Studies based on downs syndrome are increasing rapidly. Most of these studies seek to establish the connection among ageing, language and correlated skills in adults. According to Iacono, Torr, &Wong’s inferences, the measures of relationship between language and ageing fail to investigate linguistic domains but rather sensitivity to change. It is evident that expressive language tends to decline with age among adults with downs syndrome compared to receptive language.

Studies show that, receptive vocabulary is stronger with age than auditory sentence structure (Cooper & Collacott, 1995). In this case, the expressive language is weak, the speech delays or slows among ageing adults. According to Rasmussen & Sobsey 1994, longitudinal studies conducted on forty (40) years old adults with downs syndrome shows much loss in communication skills in particular receptive language. The study also indicated that dyspraxia sets in, a central nervous system condition affecting speech production.

In addiction, this disorder affects the accuracy in gesture use. The ability to respond to auditory stimuli weakens with age meaning that the affected may not respond to when addressed verbally. There are difficulties in comprehending vocals, in this case the person with downs syndrome is poor in understanding spoken language and word discrimination. Scholars questions whether the language decline was as a result of loss of memory, or part of adult-ageing process related to downs syndrome. Receptive language in downs syndrome individuals (40-49 years) shown to be low in comparison to the younger individuals (Dalton and Crapper-McLachlan, 1986).

Predictors of intellectual attainments of young people with Down’s syndrome According to Turner, S., Alborz, A., & Gayle, V. 2008, most people think that academic achievement is anchored on the type and quality of education. Moreover, they lack knowledge on how parents can offer incredible support. In cases where children have a disability, people lack confidence on intellectual attainment of the child at home and school. However, school and guardians play a salient role in education. Stephen turner and his colleagues reported findings on a research they conducted.

These findings identify school and parents as factors that influence academic achievements of young people with Down syndrome. The children in the longitudinal research were born between 1973 to 1980. The children under study varied in cognitive behavior, this was mainly to represent different abilities in downs syndrome. The researchers also choose families based on occupation and education backgrounds. Research indicated that young people with Down syndrome predict progress. Young people who attended mainstream school had impressive academic attainment in writing, reading and numbering even in their adulthood.

Turner and Gayle points