Language development in children with Down syndrome - Reasons for optimism

Abstract

Research during the last ten years has begun to unravel some of the reasons for the difficulties that most children with Down syndrome experience when learning to talk. The studies reveal a variety of specific difficulties that will impede progress over and above any effects of general cognitive delay. Most of the research to date is descriptive, outlining the delays and differences usually seen in the language performance of children and teenagers with Down syndrome and some of the possible reasons for these delays and differences. There are very few published studies of the long-term effectiveness of remediation as yet, despite the fact that many of the specific difficulties described should be remediable to at least some degree.This article focuses on the research that, in the author's view, has the most relevance for remediation strategies and some of the practical implications are set out at the end of the article. It also draws attention to the complex and interactive nature of language learningand its significance for cognitive development.It is the author's belief that if interventions based on our current knowledge were implemented throughout childhood many young people with Down syndrome would have much better speech, language and cognitive skills and consequently enjoy a much improved quality of life.