Down syndrome is a condition where a child is born with two extra chromosomes (21st chromosome) hence called trisomy 21 (Harris 25). Kids with this syndrome are categorized under people with disability. They require particular attention and treatment in schools to support their learning. My lot is dealing with a child born with a disability. Down syndrome is the condition created by chromosomal imbalance, but the people with such problem always live promising and fulfilling lives (Abell, Kathryn, and Chevy n.pag). The increasing research and support from family members provide free opportunities for children with the Syndrome to overcome their challenges. Infants are born with 23 chromosomes from the father’s side and 23 of them from the mother’s side (Harris 26). However, due to biological factors, sometimes a child is born with an extra chromosome. This affects a kid’s development as the brain and other physical features advance. There exist several types of Down syndrome such as Trisomy 21, Mosaicism, and Translocation (Harris 27). Consequently, Down syndrome affects a child’s mental and physical development. This condition has physical and medical implications on children development, which creates learning disabilities among children.
Theory of Mind among Children with Down Syndrome
Francisco and Carme confirmed that one of the problems affecting children with Down syndrome is a delay in development of interpersonal relations and social skills (364). The America Association on Intellectual and Developmental Disabilities (AAIDD) defines incapacitation as physical and mental limitations that restrain the function of an individual in the society (Francisco and Carme 365). Based on cognitive psychology, social intelligence is responsible for determining interpersonal relations. Schott and Holfelder (860) confirm that children develop sociocognitive abilities between the age of three and five years. According to this conception, kids tend to assume that their beliefs, desires, intentions, perception, and memories are similar to other children. Therefore, the Theory of Mind states that the ability to attribute, assign mental states to others and oneself is the process of initiating learning among search kids (Francisco and Carme 366). Thus, mental attributes are prerequisite ones that are necessary for human interaction because it is significant in manipulating, predicting, and explaining the behavior of other people (Francisco and Carme 368). The mind theory reinforces social interactions, self-control, and self-comprehension. Child development takes place immediately a kid is born through the reflex action of getting out of the womb (Chan et al. 44). As the growth continues, children begin to develop mental capabilities at about 18 months when they establish symbolic play and can detect behavioral intentions through facial observations. At about four years, kids begin to comprehend mental states by identifying false beliefs through attribution to causal agents.
Further experiments conducted by Francisco and Carme on children between the age of four among autistic, Downs and normal ones showed close resemblance among those with the syndrome and normal kids while those with autism failed the test (370). The results indicated that children with autism had low mental attributes compared to kids with Down syndrome. Additional studies by Schott and Holfelder (862) reveal that children with autism undergo mental retardation hence gradually reduce in psychological performance through difficulties in learning. Schott and Holfelder underscored that kids with Down syndrome possess attention, emotional and social characteristics which are similar to children with autism as they share related characteristics (870). Research conducted by Schott and Holfelder showed that mental ability among kids in the same mental age show contrasting differences between mental skills between normal children with Down syndrome and healthy ones (872). Those with Down syndrome had trouble in completing tasks compared to kids without a disability who completed tasks with a lot of ease. The theory of mind provides that mental development is a result of social interaction with the immediate environment (Chan et al. 48). Continuous verbal communications with the people in the immediate environment will help the children with such disability to form knowledge about themselves, that is, their feelings, taste, and preferences. Francisco and Carme observed that kids who have developed self-knowledge tend to create absolute values that are instrumental in personal identification (371).
Children who are aware of themselves are in position control and predict their behavior. Thus, they will be able to form knowledge about others and develop the capabilities to predict their response, and others are a positive step towards learning. Schott and Holfelder argue that the approach of the theory of mind based on a conceptualist perspective is not conclusive in explaining the mental development in children with Down syndrome (874). However, the advent of Relational Frame Theory (RFT) has simplified the approach in the development of the understanding knowledge acquisition among this group of children (Francisco and Carme 371). The approach to learning language and cognition from the worldview of behavioral functionalist applies perspectives such as false beliefs, empathy, and perspective taking which are entirely analyzed with a behavioral approach. Francisco and Carme highlight that cognitive skills are complicated series that are generated from self-understanding, time and space or deictic connections (374).
Therefore, an educational program for children with Down syndrome should be based on personal connections such as me, you, here, there, now, and then with increasing levels of complexity and combinations. Therefore, the theory of mind is instrumental in understanding the types of difficulties and designing appropriate approaches to developing self-understanding and those of others through mental relations (Chan et al. 50).
Problems Associated With Children with Down Syndrome
Besides intellectual and developmental disabilities, children with Down syndrome have high chances of suffering from other infections that are associated with their conditions. Poppelaars discovered that not all individuals with Down syndrome have serious health issues (4). The health conditions related to the disability can be corrected through medication, therapeutic measures, or surgical interventions (Hedov et al. 547). The lot will be faced with problems such as related heart diseases, vision impairments, hearing loss, hypothyroidism, infections, and blood disorders. Other illnesses include hypotonia, issues with the spinal cord, sleep disorders, gum and dental diseases, mental health, and emotional problems ("Children With Down Syndrome: Health Care Information For Families"). As well, adults with Down syndrome are likely to suffer from more complications and serious health issues than children.
Harris research indicates that more than 50% of children born with the syndrome have congenital heart disease (CD) (27). CD is one of the most rampant congenital disabilities among kids (Poppelaars 6). The condition increases the risk of high blood pressure and the inability of the heart to pump blood efficiently. Harris research postulates that children with such diseases tend to have tainted blue skin due to insufficient oxygen in the body (28). Thus, the American Academy of Paediatrics (AAP) committee in charge of child health requires newly born babies to undergo echocardiogram and examination by a pediatric cardiologist (Harris 26). Secondly, Harris observed that children with the syndrome tend to have vision problems (29). More than 50% of kids with the syndrome have vision problems such as cataracts, frequent involuntary eye movements, and short-sightedness (Harris 25). AAP recommends that such children should undergo medical examination and development of improved visual aids to support their sight (Poppelaars 7). Thirdly, AAP highlights that more than 75% of kids with the syndrome suffer from auditory problems that are primarily related to systemic issues within the year (Poppelaars 8). AAP recommends that children born with Down syndrome should undergo an auditory examination to determine whether or not the kid has hearing loss. Moreover, the child should be presented for routine inspection to monitor any changes in the audible spectrum.
The fourth health hazard is the prevalence of infection among children with Down syndrome. Hedov (547) noted that kids with Down syndrome have weakened immunity and are likely to die from infection. The disability affects the immunity system making it problematic for the body to fights disease-causing pathogens. Also, thyroidism is more rampant among children with the condition where the thyroid glands fail to release hormones used for thermoregulation of the body. Oral administration of the hormone has helped to improve the condition. Moreover, children born with Down syndrome suffer from blood disorders such as leukemia which is commonly known as cancer of the blood. The recommended treatment program involves chemotherapy.
Besides, an individual with Down syndrome suffers from a deficiency of iron in the blood (Anaemia) and polycythemia (high levels of red blood cells). In addition, children with Down syndrome suffer from poor muscle development (Hypotonia) as well as problems with upper part of the spinal cord, which affects coordination of the nervous system; sleep insomnia, apnoea, and epilepsy. They also suffer from digestive problems resulting from systemic defects in the digestive system. Mental and health issues such as behavioral and emotional disorders including depression, anxiety, and Attention Deficit Hyperactivity Disorder affect their socialization. Hedov highlights that they may also have autism, repetitive movements, psychosis, social withdrawal, and aggression (550).
Symptoms and Support Program
Research by AAP indicates that children who have Down syndrome portray the following features. They have almond-shaped eyes, flat faces, small ears, tiny white sports in the colored part of the eye and a tongue that hangs outside the mouth. Other symptoms include a small head, short fingers, loose joints, and poor vision. Thus, these children with Down syndrome require serious medical attention and early diagnosis of the health issues affecting their lives. Hedov indicates that due to the numerous challenges that these children face, they need psychological, educational, medical and community support system that is engaging and interactive (555). Chrispine indicates that children with Down syndrome do not have same mental capacity due to the severe health issues inflicting on their achievements and therefore, needs special facilities and unique support system that adopts assistive technology in education to support their learning (n.pag).
Conclusion
The paper has established the Theory of the Mind
(ToM) is essential in understanding the learning process and development of mental relations in building interpersonal relationship among children with Down syndrome (Chan et al. 51). They have difficulty in conceptualizing what happens in their environment, which was reflected by poor performance in administered tests. However, the paper establishes that the use of deistic relationships in cognitive and language learning may help such children to understand themselves as well as understanding others. Moreover, the paper has discovered that children born with Down possess specific distinctive features like vision problems, hearing impairment and flat faces that can easily be used to tell whether a student the disease or not. Behavioral and cognitive structures are crucial in supporting the children with this form of disability alongside thorough and routine medical examination to promote their health.
Works Cited
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Chrispine, Kerry. "Team Cheers As Boy With Down Syndrome Scores In Basketball Game". Washington Post, 2018, https://www.washingtonpost.com/video/sports/team-cheers-as-boy-with-down-syndrome-scores-in-basketball-game/2018/01/22/248e83b4-ff7c-11e7-86b9-8908743c79dd_video.html?utm_term=.d8bac1ae184b. Accessed 20 Apr 2018.
Francisco, J. and Carmen. “Theory of Mind in Young People with Down’s Syndrome.” International Journal of Psychology and Psychological Therapy. University of Almeira. Vol. 10, no. 3, Oct. 2010, pp. 363-385
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Poppelaars, F.A.M. "Journal Club: People With Down Syndrome Live Longer – Comments". Public Health Genomics, vol 6, no. 1, 2013, pp. 3-10. S. Karger AG, doi:10.1159/000071719.
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