Thursday, 7 March 2013

Literature Review

deplete Syndrome shaverren anatomical (structural) and physiological (functional) differences, which ar the mouth and the throat that makes precise movements difficult for them. Anatomical differences that are seen includes small and condition upper jaw, and high palatal arch which affects daily activities such(prenominal) as pronounceing which itself is an important intercourse medium. Learning to speak requires sensory feedback from the oral area, so difficulty with sensory feedback affects development how to speak which happens to exist in Down syndrome children. Oral push skills include muscle tone, muscle strength, range of motion (distance), speed, coordination, and dissociation which are the ability to move structures such as tongues and lips freelancer of one a nonher. So normally, most of the communion between parents with the gobble up syndrome child implements the non-verbal communication skills as the main communication order to communicate with their special child, besides certain verbal communication, which are rarely engaged between the parents and their special child out-of-pocket to the difficulty of the child to digest the or develop the communication skill in their brain. (Kumin.L, 1999)

The non-verbal communication, normally are utilise for primary purposes towards the special child.

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As an example of situation which adapts the basic communication skills used by the parents to communicate with the Down syndrome child is when the Down syndrome child does something wrong or bad, the parent can not use verbal communication but instead use the non-verbal communication skill to make the child take in. Facial expressions, personate movements, body language or maybe by pathetic can be used to make the child understand that what they are doing is wrong. Another example is asking whether the special child is hungry or not, for sure body movements such as directing their hand to open mouth are used to describe the meaning. (Kumin.L, 1999)

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