Encourage visual fixation and tracking. Show the child an object at a time, changing sizes and colors, close your eyes and trying to keep the head straight. Then after it has been setting their eyes on objects, cash them moving first slowly and then faster

Stimulate the auditory perception. Find objects that emit different sounds, and pleasant, and then pass them on to the handle.

Visual-motor coordination stimulating. Lay the child on a mat and showing objects and encouraging him to take them. As the child grows increasingly put more distance and then make available to various objects and toys.Auditory rhythmic:

- Run simple melodies with soft and loud passages.

- Playing a tambourine in different shades.

- Hitting on a table with a wooden hammer with soft passages, waving his arms in the passages fuertes.Utilizar rhymes repeatedly.

- Repeat again and again a poem.

- Have the child imitate sounds such as: noise of bells, a clock, onomatopoeia animals, monosyllabic words, sounds emitted by the adult.

Exercise prior to the march:

- Massage the palm of the hand, starting from the neck to the sacrum, this can be with kid gloves, velvet, calico, etc.. Then in the legs, arms, torso, back.

- Keep the child in a twisted pen, which allows you to move your hands and statements, the edge should be padded.

- Stationary walkers that allow movement with the feet.

- Roll the child with the help of another person.

March of the balance:

- Take steps clutching a cane presented horizontally by an adult.

- Walking next to a line drawn with chalk.

- Carrying on the head a bag of sand.

- Getting over obstacles such as bottles, tires, wood, etc.

- Walk straight ahead, with hands outstretched in front, carrying an object in their hands.

- Getting up on tiptoe, leaning across the table.

- To stand motionless with eyes closed.

- To stand with eyes closed, and then lift one leg for one second.

- Moving along a rope.

- Running a wall to another.

- Short and long walking steps.

In kneeling position:

- Raise and then lower your arms forward and then laterally.

- Spanking in front of the face and above the head.

Movement trunk arms and hands:

- Standing position with legs apart.

- The straight trunk.

- Both arms back

- Hands along the body.

- Hands on hips.

- Thumbs back.

- Fingers forward.

- Hands-on neck.

- Hands behind your neck.

- Touching fingertips.

- Elbows back.

Footwork:

- Move your toes, bend one foot then the other.

- Spread your feet apart, bend, reach and download.

- Lift one leg over a stick held horizontally by the adult.

- Take a ball between your feet.

Moving on the floor:

- The Goat! In the fours, the child should be hit with a ball head, making you go.

Cart: The child has his hands on the floor, legs extended, the adult takes the child’s thighs, locking the knees, under your arms. The child must lift his head and move it by hand.

Rabbit: In a stooping position, the child puts her hands on the floor, forward a bit, keeps quiet, making it follow the feet together with a small jump (this exercise prepares the jump standing).

Fine motor exercises:

- Tear and crumple papers.

- Working on a flat fingers, back and forth

- Playing the piano and other instruments.

- Squeeze ball with both hands a compact, foam or rubber.

- Painting with different materials.

- Modeling clay.

- Cut out shapes with scissors and score freely.

- Trim with scissors blunt stamped figures.

- Arm and disarm puzzle with a minimum of 10 pieces.

Speech Therapy Exercises:

- Tongue movements inside the mouth to each of the jaws and below each of the lips without separating them.

- Movement of removing it and tapping the tongue, reaching to the chin to the nose, side of the mouth as wide as possible.

- Play inflate the mouth, filling it with air and to taps on the cheeks, simultaneously expelling air at once with a blow.

- Sheets of paper blowing lips slightly apart, inhale as much air as possible and exhaling until you can bend the blade.

- Blow a ping-pong, placed at the end of the table between two books or two books to get to the other end.

Oral exercises:

- Suppress the use of pacifiers.

- Do not drink milk or juice in a bottle.

- Drinking from glass bulb.

- Drinking in glasses or jars with a handle.

- Take ice cream cone.

- Chewing pieces of banana, pears, apples, up to swallow foods like potatoes, squash, noodles and finally meat.

Language Intervention:

Down The child has difficulty understanding and retaining the relationship between word and its referent, also presents difficulties to produce the sounds of a word.

You must favor the vocabulary in both the articulatory aspect as in the semantic aspect, working both in parallel.

To help the child to articulate, you must speak clearly and slowly so the child can recognize words and imitate them, always looking into his face. The child utters sounds simple at first and then more complex, the toddler should not be too difficult and demanding sounds is important to raise the child’s ear with a sound at a time.

In general, or there is difficulty with vowels and nasal consonants: m, n, n, place the child’s fingers in the nostrils of the adult while it strongly articulated, then invites the child to repeat the sound fingers in your nose and become aware of the nasal vibration.

TYD for consonants, the child is placed in front of the adult to look at the front of the mouth and tongue movement in front of the teeth and then backward, raise awareness in the child the difference in the sound of those letters p, g, by k.

Vyj for consonants, place the child’s hand in the larynx of the adult to perceive the vibrations that occur in it. Do the same with the consonants f, s and ch, so that the child perceives the absence of acoustic vibrations and show that are deaf.

Fyv for consonants, and hesitates to show the child of a candle flame when the upper incisors placed in position near or in contact with the lower lip slightly.

For the consonant r, place the child’s hand on the throat of the adult as he utters a series of syllables with r and r become aware of the vibration of the mouth.

These exercises should be combined with proper breathing, teaching the child to breathe in and then make sounds.

To assist the articulation of sounds that the child should exercise meaningful combinations, like me, you, sun, bread … Also simple words that have meaning and context of the child. The most important thing is that the child will respect the sequence of sounds but not articulate properly.

Exercise in the understanding and recognition of words:

For children to understand the relationship between the word and what it means between you envision in your environment, it is important to use the same word for every person, object or event. It is important to seize every opportunity, while giving the food, or play out for a walk or to name objects that are used to appoint a limited amount of nursing time. But not enough to name objects and people, but to show the child’s actions and attributes of them. It is important that children manipulate the objects they are talking, as well as show you pictures of them. A good strategy is to link the action to the word which promotes language acquisition. Another strategy is to show films by category.

House:

Table, bed, window, door, lamp.

Food:

Sugar, salt, milk, chocolate.

Vehicles:

Auto, bicycle, motorcycle.

Human Body:

Nose, mouth, eyes, hands, feet, hair.

To help the child understand the language of the adult and encourage the construction of sentences is necessary to work with semantic referents first non-verbal level, where language serves only accompanying the child trying to establish relationships between objects in their environment . The child at first just say a word and then pronounce two and then three. At first the word order is not very important but you should familiarize your child in the correct order of the statement.

If we consider what are the statements and sentences that are good to learn the child with Down syndrome, one must consider the use and function of language. The function of language is communication that is the Descricion subfunction: objects people and events, and the role connate “half to act on the other.” Down the child, we must teach all the means to fulfill the role of communication, giving all sorts of descriptive and connate language strategies, teaching him to construct sentences and understand the built by others. This should be taught the relationship between object entities and entities processes through role-play: fair, supermarket, pharmacy, etc.. using the maximum specific material. Manipulates the object the adult asking the child to verbalize actions, semantic properties as singular, plural, and so on., Relationships and facts. These activities must meet a specific objective that will vary depending on the child’s development. At one time the goal, attribute, number and the other can be word order, agreement, etc. Down Child will make great strides in the field of language and communication that encourages and enables it properly. It is important to record the child for some interventions to be recording their progress, a systematic and controlled evaluation record will help you choose the most appropriate strategies.

Finally, we should stress the importance of coordination between school and family intervention, as well as extracurricular activities: walks, visits to colleagues, attend to the child shows Down, being integrated into the Company.

Also be pointed out that many of them are characterized by a high level rote, developing a vocabulary, and coming to pronounce correctly, all this is accomplished with patience and application of specific exercises and repetitive.

From organizing and directing the activities of children depend on the effective assimilation of the contents and the set of behaviors to be developed to achieve the objectives set depending on the maturation period.These activities have certain categories:

a) Automation: Pattern of selected behaviors that allow fast and challenging economic situations common in his work, a category is eta: the habits, skills and habiolidades.

b) cognitive elements: The systematized information and knowledge to be acquired, to resolve issues or conflicts.

c) affective or emotional elements: They are the basis for integration into society – educational and professional who understand the attitudes, preferences and ideals.

Activities range from basic maturational activate until school-type complex learning, from early stimulation to the end of the process of functional recovery, focusing on sensory functions – perception, attention, memory, reasoning, imagination, guidance tempo – Space , etc., in fine and gross motor skills, and self-care techniques.

The test may consist of an analysis of the mother’s blood during the first trimester (weeks 11 to 13 of pregnancy) with a special ultrasound test to measure the thickness of the baby’s neck (nuchal translucency), or an analysis of maternal blood during the second trimester (weeks 15 to 20) without ultrasound screening tests help to identify pregnancies at risk of Down syndrome than the average but can not diagnose this or other birth defects.

Women who have an abnormal test result can be a diagnostic test like amniocentesis or chorionic villus sampling (CVS). These tests can diagnose or, more frequently, rule out Down syndrome with great accuracy.The ACOG also recommends that pregnant women of all ages have the option of bypassing a diagnostic test Down.9 syndrome Until recently, only offered diagnostic tests, rather than screening tests, the women over 35 years of age and other women who were considered at increased risk of having a baby with Down syndrome as amniocentesis and CVS carry a small risk of spontaneous abortion. In the future, it is possible that screening tests for Down syndrome can be made by a simple blood test for pregnant women to detect and examine tiny amounts of fetal genetic material.

The screening tests or diagnostic serve to reassure most parents that their baby has Down syndrome. However, if the prenatal diagnostic test shows that your baby has Down syndrome, parents have the opportunity to consider the diagnosis and their options and prepare medically, emotionally and financially for the birth of a child with special needs and scheduled for delivery in a properly equipped medical center.

Heart defects. About half of babies with Down syndrome have defects heart. Some defects are minor and can be treated with medication, but others require surgery. All babies with Down syndrome should be examined by a pediatric cardiologist, a doctor who specializes in heart diseases of children, and an echocardiogram (an ultrasound of the heart especially) during the first two months of life allow treatment of any heart defect that may have.Intestinal defects. Approximately 12 percent of babies with Down syndrome are born with intestinal malformations that have to be corrected surgically.

Vision problems. Over 60 percent of children with Down syndrome have vision problems, such as esotropia (cross-vision), myopia or hyperopia and cataracts. The view can be improved with the use of glasses, surgery or other treatments. Children with Down syndrome should be examined by a pediatric ophthalmologist within the first six months of life and vision exams periodically.

Hearing loss. Approximately 75 percent of children with Down syndrome has hearing. These deficiencies may be due to the presence of fluid in the middle ear (which may be temporary), defects in the middle or inner ear or both stuff. The Babies with Down syndrome should be undergoing tests at birth and again during the first months of life to detect hearing loss. They should also be subjected to hearing tests periodically to allow treatment of any problems and avoid problems in speech development and other skills.

Infections. Children with Down syndrome tend to get colds a lot and ear infections and also tend to get bronchitis and pneumonia. Children with Down syndrome should receive all routine childhood vaccines that help prevent some of these infections.

Thyroid problems. Approximately one percent of babies with Down syndrome are born with congenital hypothyroidism, a thyroid hormone deficiency can affect growth and development cerebral.3 Congenital hypothyroidism can be detected by screening tests routinely to newborns and treated oral doses of thyroid hormone. Children with Down syndrome also have a higher risk of getting thyroid problems and should be tested annually.

Leukemia. Less than one in 100 children with Down syndrome develop leukemia (blood cancer) .3 often affected children can be successfully treated with chemotherapy.

Memory loss. People with Down syndrome are more likely than unaffected individuals to develop Alzheimer’s disease (characterized by gradual memory loss, personality changes and other problems). Adults with Down syndrome typically develop Alzheimer’s disease rather than unaffected individuals. Studies suggest that approximately 25 percent of adults with Down syndrome over age 35 have symptoms of disease Alzheimer.

Some people with Down syndrome have several of these problems while others have none. The severity of problems varies greatly.

The significant social changes have meant that, at present, women increasingly relegated the possibility of being mothers, for this is very important to be informed about what the possibilities and complications of that decision.

As the incidence of any disease increases with age, this also happens with a pregnant woman – regardless of whether the design was naturally or through treatment -. Logically, the risk in pregnancy of these characteristics depend on each individual case and the existence of previous pathologies.

Regarding the baby, what happens is that the impact of age causes a decrease of oocyte quality, which increases the possibility of having children with genetic diseases – such as Down syndrome – and a higher rate of abortions. There is also the possibility of preterm labor with premature or low birthweight. These pregnancies are called “large or high risk.”

It is important to note that fertility is declining with the passage of time. The woman is prepared to bear children since menarche – first menstruation – until menopause – ending the same -. However, most fertility occurs between adolescence and 35 years from the age of the woman’s fertility begins to decline in haste, decreasing the quality and quantity of eggs. This is why it is very important – when planning to motherhood – being aware of age, which also affects men, although a bit later – around age 45 -.

When a pregnancy predict arrivals of 40, it is important that women perform a clinical and complete gynecological checkup, to address the search in the best physical condition. If there was any condition or disease, to know beforehand favors better control and development during gestation. Taking folic acid at least one to three months before conception, helps prevent certain birth defects in babies.

A good follow-up care is essential to be alert to any signs that may alter a pregnancy at this age, so it is recommended to stay informed and under constant professional supervision to avoid disappointment.