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The Model Program provides early and continuous intervention to give every child with Down syndrome the opportunity to develop according to their abilities and reach their maximum potential. This program follows the educational methods of the Down Syndrome Program at the University of Washington, Seattle, USA.
The Model Program provides early and continuous intervention to give every child with Down syndrome the opportunity to develop according to their abilities and reach their maximum potential. This program follows the educational methods of the Down Syndrome Program at the University of Washington, Seattle, USA.
At SAUT Down Syndrome Association schools, we apply essential educational practices in two programs:
Each student has a multidisciplinary team consisting of the program supervisor, the child's teacher, parents or caregivers, and a support team including physical therapists, speech and language specialists, and social and medical support staff. The team designs and implements an individualized educational plan using structured teaching methods.
Assessment is the first step in the program, identifying the skills each student has and determining the most beneficial skills to learn next.
The IEP defines the educational program applied to the student during the academic year. Short and long-term goals are designed for each developmental or functional academic domain. Data is collected continuously to evaluate program effectiveness. If a student does not make progress, goals are modified — no student is ever allowed to fail.
Individuals with Down syndrome have relative strength in short-term visual memory and weakness in short-term verbal memory. Visual stimuli are therefore used extensively across all programs, always paired with sign language, illustrations, and spoken words. Sign language is taught to compensate for children unable to communicate verbally. Reading is vision-based and helps students develop speech and independence.
Educational activities are planned to help students achieve goals at each stage of learning: acquisition, practice, transfer, and generalization. Teachers present information using visual stimuli paired with written words and provide feedback by correcting errors and reinforcing correct responses.
Skills are analyzed and sequenced for tasks such as hand-washing, tooth-brushing, dressing, and using devices. Schools use positive behavior support with classroom rules written at students' eye level. When a student does not respond to positive behavior rules, an Applied Behavior Analysis intervention plan is developed.
- Develop cognitive and communication skills for children with Down syndrome - Build an individualized educational plan tailored to each student's needs - Develop daily life independence skills - Promote social inclusion and build friendships - Support and train families to actively participate in the educational process
- Functional reading and writing skills - Applied mathematics and numeracy - Verbal and non-verbal communication skills - Independence in self-care - Social skills and peer interaction
1. Contact the association by phone or email 2. Submit required documents 3. Schedule a comprehensive assessment appointment 4. Meeting with the multidisciplinary team to develop the plan 5. Official enrollment and schedule determination
Requirements
- The student must be diagnosed with Down syndrome - Provide recent medical and psychological reports - Presence of a parent or caregiver in the first assessment session - Commitment to appointments and the study schedule
Documents Required
- Copy of the guardian's national ID - Student's birth certificate - Recent medical report confirming diagnosis - Previous psychological and educational reports if available