So they have to watch it again and then write a summary a synthesis of the talks can. Ok I will try to do a page down. Can you can you see the slide moving downwards everybody? Boleh or tidak? Tidak bergerak ke apa? Bagus ya. Okey. Okey. Alright. So let me introduce Madam Rosna Abdullah to all of you. So Madam Rosna Abdullah has I would say more than 25 years of experience already. I think more than that. Ya madam. Ya. As a down syndrome teacher at the sorry at the K1 foundation in KL. So her degree is actually counseling counseling and then how she moved towards down syndrome actually I wasn't very clear but all I know is that she is an expert on down syndrome in the UK down syndrome falls under learning disability ok so I will hand over the session to madam Rosna now and if you have questions ladies and gentlemen please post in the chat screen on okay I don't have any slido but you can post it in the chat or just verbally ask the question alright over to you madam Rosna okey hi everybody good afternoon okey nice to see you all again this is my second time with Unimas okey it is very good experience also for me to give to share something with you all as a students. Okey. So let me introduce myself. My name is Rosna Abdullah as Dr. Jai mention just now. Yes. I'm working in working Kwanis Down Syndrome Foundation for past 26 years. Okey. So like Dr. Julila mention I'm expert. I'm not so expert but still learning. I'm still learning. Ya. So there is a lot of thing that we actually have to know more about down syndrome and also other disabilities. Okey. So today we I would share about a about a down syndrome and a how to support their learning. Okey so KDSF Q1 is down syndrome foundation actually we focus on early intervention program where the children below six years old okey so we accept students mean the student with down syndrom the children with down syndrom when they start I mean starting two months old okey two months old until six years all okey so today we will learn how to how to support their learning okey what are the things that we did in kwan is down synd foundation to support their their learning okey so madam jul you can move to next slide sorry ya I'm not familiar with webex so i don't know how to how to i mean it so normally we We used to use Zoom. So we I'm quite familiar with Zoom lah. But now after long time tak guna Zoom, lama tak buat online also dah slowly skills tu dah out sikit. Okey so okey first thing I want to share about the pyramid of learning. Everybody familiar with this or this is the first time you see this pyramid of learning? Anybody see this before? No. Yes. No. I think for I think for my for my class ya this is the first time because they are cognitive science student. Most of the subjects are very technical mathematics. So this elective haven gone into this. Ah ok actually will not it's only one subject. Ya. Ah okey. Okey okey. So just I'm say about this pyramid of learning actually is this is a I mean the things that the skills or the areas of development that we need to understand. Okey so if you see the pyramid the bottom part is the the bottom part is the central nervous system where the brain working. Okey so the second part is our sensory system where aa we expose to aa different kind of stimulation for example like smell okey visual touch and a movement auditory and also the proprioception and again and also the taste okey how the the human being receive the the stimulation okey around Ok move to next one is the sensory motor development which is focus more on the body skemal security ok this is about the awareness of their body and also reflects maturity talk about their dia the dia safety move their body okey and also the the planning how they plan their movement okey if they have issue on movement for example like if they have issue on their vestibular system which is the balancing so it will effect a I mean the movement a because they need to move to to a enable for them to a to do their daily activities okey so so the bottom part is very important okey so once you Once you a issue on on the sensory system maybe for example like if the issue on the visual of course they cannot move okey the scared to move okey so the the second part is very important okey the sensory system okey so later I will show you the video to understand more about the pyramid of learning okey and then the the the third part the fourth part is aa perceptual motor development this is also the skills getting more fine where the they need to refine the I mean the the the skills in order for them to achieve the academic learning okey so why the academic learning at the top of the pyramid because that is a I mean for them to be able to read for for them to be able to do dia I mean dia [Muzik] daily living activities okey and also how to control their behavior is at the top part of the pyramid this is very very important okey so I would like to share with you all about the the video about how the the senses around a them okey effect the dia a performance on daily life activity. Okey move to next slide Madam Julia. Okey this is the important of sensory integration okey so you see how how the senses around us connect together. [Muzik] Hi, I'm Fati. I'm pleased to have you join me as we explore how our senses work together through a process called sensory [Muzik] integration. This makes it possible for us to learn, play, socialize, and just generally function in the world. But first, I'd like you to meet a friend of mine. He's going to help us understand how important our senses are in everyday life. Like you and me, he learns about the world through his senses. Most people know about five of our senses. Sight, hearing, smell, taste, and touch. Each of these senses brings us important information. For example, touch helps you know the difference between the feel of a butterfly landing on your arm and the feel of a friend tapping you on the shoulder. There are also two other senses that are very important. One is our sense of balance and movement which comes from our vestibular system. This sense helps us move our body without falling. So we can do activities like walking, riding a bicycle, or even sitting correctly at a desk. It is also the sense that lets you know that you're moving very fast on a roller coaster even if your eyes are closed. We also get important information from our body position sense or proprioception. [Muzik] This sense gives you information about the position of your body parts without having to look at them. It helps you do activities like walking upstairs without having to look down at your feet. This sense also tells you how much force to use when doing things like picking up and cracking open an egg. Putting together information from all of these senses makes it possible for us to participate in everyday activities. Bygrating or combining all the information we get from our senses, we can make sense of the world around us and successfully move through and interact in our world. Most tasks involve a number of our senses working together. For example, when playing baseball, you need your sense of body position to know how you are standing and the position of your arms holding the bat. You need your sense of touch grip and move the bat correctly in your hands. Your sense of vision lets you follow the ball with your eyes and helps your body know when to get ready to swing the bat. And your balance and movement sense helps you to stay upright, hit the ball, and run the bases. We all need to integrate our senses to engage in everyday activities. When everyday activities become frustrating for a child, it may be because they're having trouble organizing and using this information from their senses. Sensory integration issues can show up in many different ways. Your child might seem to be over or underreactive to different types of sensory experiences such as textures, sound or movement. Or a child might appear clumsy or disorganized or have difficulty learning new motor skills. Every child is unique both in their abilities and in their possible areas of concern. The good news is that there's help for children with sensory and motor challenges. Through occupational therapy using a sensory integrative approach, a child can improve their ability to use sensory information while participating in a variety of fun sensory motor activities. Occupational therapy using this approach often takes place in a large gym that has lots of fun opportunities. for children to experience movement and use their senses to play, learn, and develop. Therapy helps kids simply be kids, learning and playing alongside friends, and fully enjoying their young lives. Thanks for learning about sensor integration with me. If you think your child might have issues related to sensory integration, ask your pediatrician for a referral to an occupational therapist for an evaluation. And don't wait, the earlier you start, the better for your child. For more information about sensory integration, contact pathways.org or call 18009 c I l. Okey. Okey. So you see how important of the I mean the the senses the stimulation that they receive around them and also how they use the senses to to for them to be able to perform their daily activities. So this is how the how the mean the the sensory works on our I mean in our body. Okey so will see again the next video to see how if if they have issue on a one of the senses a just now that I mention we going to move to next slide ya video ya every day of our lives our senses give us a huge amount of information this information is sent to our brain which does the job of making sense of all this information. Our brain filters out any information that it deems to be unnecessary in order to understand the situation we find ourselves in so that it can focus on what is important. For many people and not just those with special educational needs, this filtering process may not get the balance right, letting through more or less information than would be ideal. These sensory differences can cause different situations to be more challenging for the child or young person. Imagine you have a sensory cup and your brain drip feed it with information from your senses. If our brains filter lets through too much information, it is as if your sensory cup is being filled up very quickly. This can cause sensory overload. Imagine having a conversation with a friend at home. For somebody with sensory overload, they wouldn't be able to help being aware of the program on TV, the clock ticking, the temperature, the movements their friend is making, the smell of food, the cat, the dripping tap, the washing machine, and so on. This can make concentrating on the conversation a very difficult and stressful task. For those who have difficulty expressing how they feel in these situations, this may result in negative behavior. Even simple everyday situations can prove difficult to those with sensory overload. On the other hand, if the brain lets through too little information, it is as if the sensory cup is being fed with very small amounts of information. It can take a long time for the cup to be full and this can cause a child to be sensory seeking. For those children who are sensory seeking, same situation of having a conversation at home may feel understimulating. This can result in behaviors that are intended to fill these sensory gaps such as fidgeting, chewing, fiddling, or moving around the room. Remember what we see of a person's behavior is only the tip of the iceberg. There is a lot more going on behind the scenes than they may be able to tell you. See behavior, think sensory. So, what can be done to help if the child or young person you support suffers from sensory difficulties? It all comes down to understanding them as an individual. Talk to them and try to understand what they find difficult in different situations. Everybody is different and their sensory difficulties may not be simple. You may find some of their senses are overresponsive whilst others are underresponsive. Remember that the individual is processing the situation differently to you and things may appear very different to them. There is more than one way to interpret the situation. They may not feel able to express themselves. So you have to read between the lines of what they say and do and try to respond in the way you think is right. Sometimes finding the way is straightforward. Other times it may not be so easy. So don't be put off if you don't get it right the first time. Remember it will get easier with time as you learn to understand the world from their point of view. When the child or young person seems to be having sensory difficulties in a particular situation, then you should think through these steps in order to help support them. Identify the cause of the stress and then see what you can do to solve it or at least distract from it. A good first step is to think of anything has recently changed. Consider the environment from their point of view. Things can appear very different inside their bubble. Anything that might be difficult to process or distressing? Do they need something more to keep their minds engaged? Remember to think about all the senses, sight, sound, taste, smell, touch, as well as vestibular, our sense of balance, and propreceptive, our awareness of our bodies in space. All our senses build up the picture of our environment and it may not be immediately obvious what the issue is. Think back. What were they doing earlier in the day? For example, a child may be able to cope with a hectic day at school, but will come home feeling like a fizzy drink that has spent the day being shaken up, ready to burst. It may seem that something at home is the trigger, but perhaps this was just the tipping point from a stressful day. Have there been any unexpected changes or situations in the day? Those with sensory difficulties can find new situations stressful as there is a lot of new information to take in. Remember, something that may seem an ordinary situation to you may be unexpected or difficult for somebody with special educational needs. Whatever the situation, do try and put yourself in the position of the child or young person. You will find some strategies to help and when you do you will make life easier for the child you support as well as yourself. These strategies can adapt over time as your child's needs change. If you feel like your child could benefit from more help with the sensory differences, then please get in touch with the West Sussex County Council autism and social communication team as well as the West Sussex occupational therapy service. More information about both can be found on West Susse's local offer at Ok. Ya. Okey. So a that is shows us that very very important to I mean a a in order for us to have a good mean how we receive a stimulation around us and then how a we react to it. Okey. So okey. So a before we teach special needs actually really understand about their condition. Okey so for example I because we focus on down this are the the issue the common issue that the our students facing ok so we really really need to understand them if you teach if you face I mean you you [Muzik] teaching autism or you you met autism children or people with autism actually we need to understand their condition so is easy for us to to me to tackle the issue okey first is a first is down they have poor auditory memory okey how they they can forget what they hear ok so these are the things that that's why it's very difficult for for down syndrome to I mean when you talk to them with too many words Okey, it's very difficult for them to understand because they have a language processing issue. Okey, so that's why we here we use a lot of I mean the visual to support to support the h the the understanding when we communicate with them. Okey. And then the second one have fluctuating hearing loss. Okey this is because of because of they have issue on their hearing okey because a always have a a inner ear infection so so because of that a there is a blockage in their inner ear so they cannot hear you okey so they cannot they cannot a they cannot hear clearly what you say they might able to hear you but it's not so clear because when we talk actually there is a tone of voice right up and down okay so that's why sometimes when we talk a maybe they just when you talk about you say about ba ju they maybe can hear ba but they cannot hear the ju okey so they cannot they cannot produce the sound okey because they cannot hear clearly okey that is one of the common issue among down syndrome okey and then is a deficit auditory processing where the understand they can understand what the hear ok because the dia the dia because the ears not fully connect with their brain ok this is common I think this is common even in typical children because about 3 to 5% of our of the children okey to enable for the hearing connect with their brain so they not fully fully developed yet okey so that's why they have issue on I mean to to understand what we hear they cannot connect with the brain can coordinate with their brain okey and then and then next one is insufficient experiences in the real world okey the yes they learn numbers they learn reading but they not use in their real life a world okey so because we teach them a a at the table we show them the show them the flash card they know that is they know that is number one but if you don't relate that with the real world for example okay give me one apple go and get a go and get yellow socks or can get me this okey but so it's difficult for them to to really er really connect that with I mean the language okey a so it's very difficult a for them to especially especially when we talk about numbers numbers is very abstract okey numbers is very abstract because numbers alphabet is just a it's just a symbol okey it's just a symbol a okey it's just a symbol okey when you show the flash Yes, they know this is A, this is B, this is C. But what is the meaning of the alphabet to them? Okey, if you don't combine the alphabet for example like C for example alphabet CN A C a t cat. Okey if you don't combine the symbol is is not not really meaningful to the child because sometimes we tend to teach them a for apple b for boss c for cat ok it's just just for them is just to memorize that okey if you don't don't if you don't really relate with their life okey around the surrounding is very difficult for them to understand okey and then processing information given or because like I said just now down syndrome they have issue on processing the language finally talk to them ok go and take go and get the get your bag okey put things in your back okey so so if you talking too many words at the same time okey like macam bullet train you keep on talking talking but they they they need time to process okey they need the need to to to to to to remember remember remember remember remember remember remember back what they hear okey if again your child I mean the student that have issue on hearing sama dia tak dengar apa kita cakap ok they cannot process that so enough they will they will just look at you blur know what to do or they just overwhelm with your voice ok so so and Okey enough they do nothing okey that's why you say why they not respond to me okey so okey next okey this is very important for us to know their the their issues so from there we can help to to understand and then do something about it okey next point julia okey and also they have issue on aa short term and working memory. Okay, this is shortter memory is like a working memory is like a give some mean it's like a you putting the sticking note on your on your brain for example okay I need to do this I need to do that okey is that something that oh give me an idea what I need to do okey so they have issue on this okey they have issue on their working memory okey okey and then next is significant delays in speech and vocal expressive language of course they have because of their condition they have issue on their muscle tone is effect on their speech okey they cannot even sometimes when you see that our our down syndrome kids they can talk but it's not very clear okey because of the because of the condition of their motor mean the oral part in the in their mouth okey because of the shape of the shape of the a scar okey make it the the the the I mean the the form of their jaw not very good okey so that's why they cannot they cannot a produce the sound clearly okey the tongue okey some some of them they have issue on taste okey just now if you remember the pyramid the sensory part is about the the the taste ok all of our five sense normal five sensors okey but the te some of them the very picky on certain certain texture. So when they maybe they just a tend to eat a soft food okey so they don't use a lot of I mean the muscle around their mouth okey so so it's it's a they don't realize they have the muscle a m also it will affect the their speech okey and then also the fine motor delays in their hands and problem with their hand and eye coordination again about the site okey the If the they have issue on the eyes side this is like I said is common common medical issue among down syndrome okey so we have to look into this because because if they have this kind of issue that's why you see it's affect the learning ok it's affect the learning ok take longer time to progress through a stages of development for example like if you teach them the numbers canot say the numbers ok show the flash card for example this is number one you ask them ok this is number one if they cannot say what you can what are the things that we can what are the thing that can be done to help them to understand or to follow the to follow the learning okey so later we will show you how to do it okey how to help them okey so many experiences in frustration that she or he is not motivated them to try ok so because of the learning difficulties they cannot hear clearly they cannot understand they cannot process the language that you tell them oh this is number one this is a this is b this word say cat this word say ball okey if if a we teach them in a i mean the method is not set for them. So they will face a lot of frustration. So the moment they see you take out the things to teach them they will start to to show their behavior. Okey. Okey. Okey. Next. Okey. And also a everybody have strength okey. Instead we looking at their a weaknesses okey their issues okey. So it's good to tap on their strength. Ok so as we know that down syndrome the strength is on they are visualness ok the they have visual processing very good okey compared with language okey compared with language that's why when they when we use a lot of visual aid to help them to understand when we want to communicate with them okey and then strong visual short term memory. Okey so this is a for example like if you want to teach them to do something okey to go to toilet for example to go to toilet okey what are the first step that you need to do okey when we show them the visual okey the steps of the things that they need to do it is very a is much much easier for them to understand rather than you keep on saying that okey the put down your pants pull up your pants okey So like I said language processing is very very a very very challenging for them. Okey. Okey. And then the next one is learn easily from their routine. So this is very good things that we see everybody learn best from their routin. Okey bangun pagi buat apa? Okey bangun pagi mandi. Lepas mandi sarapan. Lepas sarapan okey. Hmm. Okey. What the need to do? Go to school. If every day that did they do the same thing again and again ok once if you see them learning through through the routine you can see that they will be able to do it independent day that is the that is the things that we want them to a we want them to achieve which is do things independently okey and also They good in receptive language. Okey. Receptive mean their understanding, their thinking skill the good in that rather than the speech. Okey. Okey. Next one. Okey. This is a we call it a learning strategies that we can we can implement or we can use to help a learning. Okey so the strategy that we use okey ok first thing is here we use a lot on I mean visual support we use a lot of visual support okey for example like first is schedule okey to display during a daily routines or lesson plan using pictures and symbol to help the students anticipate What's coming next? Okey, these are the things later I will show you the videos okey how we use a wizard support to reduce the reduce the behavior. Okey, because we know that a down syndrome they have issue the are lacking of communication. Okey. They cannot talk, they cannot express them okey. So, so this is one the good way good way to help them to communicate with us. Okey and then we use timable okey we provide a visual represent representation of the daily schedule giving student a clear sense of timing. Okey this is also parent also can use a to to help them to account the issue at home. Okey the main issue is like I said is communication skills. They are lacking of communication skills. They cannot tell you what they feel. They cannot tell you what the what they want. Okey. Okey. And then a we just a support on social stories. Okey share a visual narrative to teach social skills and approach appropriate behavior in various situation okey okey next is a wizard wizard cues okey and also this one is to a use a use a visual que or proms to remind the student of the specific instructions aa aa all expectation. Okey. Hm. Okey. Next. Okey. This are some of the visual that we use here. Okey. To support the communication. Okey. So I said for example my shower routine. Ok. This one also we share with our parents to help them to teach the student at home. Ok. how to make drinks what are the first step that you need to do ok so this this picture is very clear for the child to understand okey a how to get shower and also what to do a in a day what are the activities okey so they know what they need to do okey so this one is also to help them to a i mean to a to for them to be able to do on their own. Okey, no need to keep on remind them to do. Okey, go shower, go toilet, everything you need to talk. So, they feel like macam it's overwhelm. Okey, remember about the sensory the video just now if they get overwhelmed with something okey. So, they will they will they will show a on their behavior. Okey. Okey, next. Okey this is how visual support we use the visual support to to help also to to for them to understand what the they they need I mean what they expect okey for example first and then okey this is a when we facing the issue like the student don't want to do for example the want to eat okey And then then is something that something pleasure we can give to them we can offer to them okey okey you don't want to study okey you study and then next you what you can do you can get a for example like get iPad okey so so then is something that motivate them to do the first first thing that they need to do okey okey next okey see this is the video that aa we use ok show to you how we use this first and then ok finish we get this yes we do this first then we will get this ok this one do this yes ok this ok ya Okey this video shows that ok this child he is six years old ok six years old but it's quite challenging for us to get her get him to do task ok during say half an hour is only like one or two task we be we able to ask the child to Okey. So we decide we use the visual the the visual support to help them to understand. Okay. You have to complete this task and then I will give you something. So this is we need this this plan we need to discuss with the parent because we we have to make sure that what reward that will get after the complete the task is something that the child like. Ok you cannot offer something that the but offer something that he don't like so we need to offer something that they like then it will motivate the child to do the the task ok this is quite challenging he has quite a number of sensory issue. have issue on their visual they have issue on their the regulation the the body how to regulate them if you don't feel a feel not good how they they able to regulate them okey okey next okey so this you see how we [Muzik] we we manage to offer to him okey the the reward okey the reward that they get which is the biscuit ok the mother said he love the fish biscuit so much so we use that as a reward okey a then you have to give you have to give there and there okey you cannot wait until the you cannot give the reward after I mean [Muzik] you cannot wait too long to give the reward because once you You aa you say okey biskut I later lah I give you biskutit okey I give you biscuit later. So during makan I will give you a biscuit. So aa if you do that the child will fear that aa ei you you you you you you I I don't believe you anymore. So is again aa the behavior will comes lah. Okey see how I how we give the reward to the child. Oh, you finish. Take up. Take up this. Yes. Finish this. Finish. Yes. Finish. Ya. Ok. Put here. Oh, finish. Finish. Biskut. You want biscuit? Yes. Biskut for sandwich. You want to open two biscuit? Biskut. Open. Open. Op open Oh. Wow. One biscuit for sun biscuit. Fish biscuit. [Tepukan] Yes. Ya. You see how the child a Okey. I I Okey. You It's like a deal. It's like a deal with the child. Ok. You do this then you will get something. So I'm sure you think that feed them with food lama-lama dia akan jadi besar because too much food that we want to give. to them. Ok. So if you use the then and now and then so maybe you can keep you can increase the number of task for example like like I did just now is what I do is only one task after one task then you get reward maybe now after he understand that he need to complete the task okey maybe you can add another task so now instead of one task I you need to complete two tasks to get your reward what okey that is how we keep on increase I mean that the attention spend on completing the task okey okey next no okey [Muzik] [Muzik] We finish Okey not finish you won't get this where are you? Finish this. Finish this. Last one. I said last one. Last one. Ok. No bish this. Finish this. Ok. Last one. Yes. Ok. Try. Yes. Ok. Pull. Pull. Yes. Pull out. Yes. Finish. You finish. You done it. Okey. Finish. Okey. Finish. Ok. Take out this. Put here. Take out this. Finish. Yes. Now you get biscuit. Okey. You get biscuit. Okey. Okey. This activity actually if you see a he a refuse to do the task. Okey. We ask we ask him to do the less okey. Do the trading. Okey. So you see he keep on pinching me. Okey. He keep on pinching me. So he wants he wants he keep on pointing to the biscuit. I want biscuit and I want to do this. I want biscuit. So what I did is okay yes even though he keep on pinching me I don't respond to to that behavior. Okey I don't I think he he pinched me about three times and then quite painful actually. Okey but I I tahan aelah because I want him to understand that okay I won't give you biscuit if you don't complete the task. Okey. So, so what I give him to do is you need to do the trading I mean do the lessing card. Ok. But I have to lower down my expectation instead do the ch supposed to put the lace on the hole there. Okey. Instead put more than one hole. I only expect him to put one at one hole only. Okey. So, so she actually he able to do it. Okey. So, so once he did that and then you said, "Oh, yes, good. Okay, good. I mean then after that we give him the reward. Okey, so make sure that the child have to do the work the task then I will give you something. Okey, reward after they complete the task. Okey you see he he he he he he he he refus right he keep on pointing to the biscuit I want biscuit ok I don't want to do this I want biscuit there is a time some he will he will throw the things ok away and then if the if he throw the way I ask him to pick up back so this is like macam berperang jugalah berperang but by using the wizard support it's actually help to convey the message to the child that Okey, you need to do this then only you get the reward. Okey, so we have to focus one to one to to let them understand. Okey. And then also even though he don't have speech but he is able to tell me that I don't want to do this. I want biscuit. Okey. Hmm. So, so okey. That's why I said no biscuit. No, no biscuit if you don't do this. Ok. Until he able to he able to complete his task then only he will get the biscuit. Okey. Hm. Okey. Next. Okey. This is a also the visual support that we use. Ok. For example like this is a for a student yang a bit high functioning to to to let them understand that now you do this next okey for example like you do trading first next you will do this and then then you will do coloring okey like I said just now the the last part must something something they like okey So so we we will let them know that all this thing they need to do okey during the table task activity they need to do the only thing that maybe you can what you can do is to to [Muzik] to negotiate with the child which one you want to do first if they let say on day they want they want to do coloring they very eager to do trading for example then you can put that at the last so you give them choice what they want about what they want to do first okey so all this actually to help you to a to to tackle the behavior issu okey aa because maybe they don't want to do but when you give choices to them the they they they feel that oh okay you give me power you give me authority to to select what I like to do but all the things that we provide to them is they need to do on the day. Okey. Okey. Next. Okey. This is a social story that you can use also. Okey. So for example like if the child feel overwhelm and then the child a the for example like in this story is the this this child love to beat the mommy okey. Beat the parent. So you can do you can you can teach them the coping strategy for example like okay hands you can keep your hand if you feel like heating you can keep your hand okay or you can breathe in and then when you not hitting mommy then mommy feel very happy. When you hit mommy mommy look at the look at mommy mommy feel very sad okay this are the social story that you can use to to to teach them a new I mean new skills for the child for in this case is coping strategy ok breath in breath out ok so if you feel angry okey or you feel out overwhelm ok Next. Okey. And then again is about social story about how to take care of yourself. Okey. How to take care of myself about the body order everybody have body order. Okey this is maybe you can you can teach them older kids okey or teenage and they start to have body order then you can use this okey actually like I said this not the visual we can use to support the communication is not only for young children but we can use also for young adult okey hmm next okey Next is a learning strategy that you can use is to a to a use a when you do the activity you you must use simple language and instruction. When you give instruction you you have to give as simple as you can to help them to possess the language that you give to them. So remember you they have working memory issue, they have short term memory. Okey. So all that is to is a is a barrier for them to to learn. Okey and then when you give instruction maybe you can avoid using complex vocabulary or long sentences. Okey you can use visual aid gesture and reputation you can use to help them to understand and help them grabs new concept. Okey again remember they have issue on the to process the language ok because of the because why they have issue on the language processing because as you know down syndrom that the the the I mean the skull ok that the the the head their head is slightly smaller okey which is effect the form of the brain okey and then it's effect on the the frontal lop of the brain here okey this in front part is to control the language okey to to a on their processing of the language okey that's why they have issue to understand the words okey so you if you give them long sentences they might they only maybe pick up the first the the the last words okey they don't hear you that the beginning of the world. Okey, pergi ambil a for example in school. Okey, pergi ambil bag okey take out your food and put the empty plate and then after that you put in the empty plate in the sing. If you give too many or too long too long sentences to long words to many words in one sent might be enough they will look at you don't know what to do. What are you talking to me? I don't understand. Ok. Then again we when you we use the the visual. Ok. First you take your bag and then next take up your food you eat. Ok. After you eat then you put the the you put the empty plate in the sink. Okey. Put or put it in the empty plate in the basket. provide there. Okey. Okey. So if you come here and visit come to our center see there is many visual that we use. Ok. We hang in our we hang on our neck to a visual to help us to a easy easily to communicate with them. Okey. And then break tas into smaller steps. Okey. You have to break down okey break down the the step so easier for them to to follow the steps. Okey. Follow the sequence. Okey. Next. Okey. Incorporate multiensory learning engage multiple senses can enhance their understanding and retention of information. For example like if you do if you teach them to write okey a to write numbers or to identify numbers okey let's say number one okey what is the ok if you always focus on the visual okey they might they cannot they might not able to remember the the because a okey if if you give them more activity or multiple sensor that you use during the teaching it might help them to remember a better for example like let's say number one okey number one what you can do is maybe you can put sticker on the number one they understand the shape of number one is just down like that okey so you use multiple senses that to help them to under understand the concept the concept of number one okey and also a same like aa how you how you aa this to read okey Okey and then and then incorporate hands and a incorporate hands on activities okey and then manipulate that interactive interactive lesson whenever possible so again it's not only do a lot of talking but what you can do is to you can give them a lot of hands on activity okey so for them to to to understand better okey Okey and then reinforce a positive behavior or reward system okey so this is these are the things that we can do we can use also. Okey for example like when they complete one task you can give them one star okey if I complete okey let's say you you your your target on that day is complete five task okey during that table activity you want them to complete five task okey then a at the bottom there you can see all that is a reward and then the rewards there must match their what they like okey if you reward them with something that they don't like so they don't not motivate to to to to to do it okey for example like there is a computer there is a iPad okey then the food something that the like the light you so you can you can a you can choose the you can discuss with the child okey what do you like today for example like okey if a you want iPad or you want a you want food or maybe coklat okey then the reward must be something aa for example if you give coklate don't lah give them like a bar of coklat nanti makin makin tembam anak kita kan so maybe what you can give maybe the small chocolate you can divide into four pieces so give little bit little bit like that okey if the they love cokolate so much okey divide divide it into small small pieces okey hmm because aa If they like if they like food, if they don't like food then you don't lah offer food. Ha of course lah the one. Okey. Okey. Next. Okey. And then modified learning materials. Oke. This are the materials that you can modified according according to the dia the dia the dia I mean the learning. Okey the level of understanding okey if let's say you first thing you when you do for example like you do the the word the word for example like the word ball okey so you must use larger font for the easier for them to see if the child have issue on their visual okey and then simplified language again clear visual visual in printed material so you you must think when you create materials for the child so must be something that the child easy to follow i mean if they have like I said lah if they have issue on their visual don't give a something very small for them to see okey you have to create some you have to match the their dia their dia their abilities lah okey and then establish daily routin okey consistency and predability are essential for student with down syndrom. So daily routine I said they learn best through their routine. Ok. So for example like here before they eat before they have snake they have must take the bag they must go and wash their hands and then after that they will sit at the table and then they will take out their own food. Okey so when every day they do this ok they come to school for example they come to school four times four times a week so four times a week they will do the same routine again and again so so they will do what they need to do h what we expect them to do they will do they will know they take their back even though the the movement is a bit slow but they still can do ok then you will have to wait for them to to do okey so yes like I said that they have they might slow in the are processing information they might see things differently but they actually they can do on their own so the method just the matter of time okey okey a okey and then aa in part practical life skills so this is a i said you can a put the skills in their in their a daily life activity for example like selfcare routine how they brush a brush the teeth okey so what they need to do put the the dirty cloth in the basket okey and then money management so maybe the first step just give money to when you buy something you give money to the person to to pay so these are the the simple things that a the basic skill that you can give to the child okey to do ok time management communication and social skills and also basic household tas for example simple as bring the empty plate to the sing okey you cannot you you we we don't want them to i mean just for example like during makan during meal time you just put the you provide the child everything for the child the food all on the table then the child just need to eat then after finish then I go off them the simple task ok that they can can do on on their own ok and then collaborate with special needs with special specialist for example like OT or physiotherapist or occupational therapist to help them okey to help them to to to be able to perform the task daily daily daily a task at home okey So teachers you can include teachers and also the speech therapies to help them to communicate with you. Okey regular communication with specialist can help the child can help us to to track the progress and adjust teaching strategy. If this method don't suit the child then we can use the method B for example. Okey many head can think many ways. Okey. Hmm. Okey. Next. Okey use adaptive technology ok now every I think all the the children love to love phone love iPad all that so use take this advantage to to to use it okey during your teaching and and for example like there is many apps in the apps then you you you can use it ok for for the child to be used okey now they they instead of they just look at the phone look at the YouTube or TikTok now they very smart to look at the TikTok right so this something that they can learn because with the with the technology actually they can learn faster ok and then the they can give fully I mean the attention to that materials Okey that device all that. Okey next oh that's all the intervention that that we can do. Okey kids actually with the it's not only for young young age okey but you can also use for if they already young out the this one you can use it okey to help you to teach them or or learn teach them the new skills lah okey Dr. Alright, thank you so much. Thank you so much madam Rosna that was really, really good. Very clear. So, may I invite the students to post some questions? Maybe about five questions from anyone of you because you know it's not every day that you have an expert who meet children with down syndrome on a day today basis. So this is your opportunity to ask questions. Anyone here you can post it or ask it verbally. Post it in the in the chat screen please. Anyone how many students all here? 100 supposed to be 106 but um because some of them are taking classes so they will watch the recording because tomorrow there's another class. Any question so far? Anyone of you one? Any questions? Oh, there is a question there. Oh, ya. Ok let me see ok so the one question is how do you oops autism in any sense you see oh ok so zangi is asking you about autism but you only teach children with down syndrome so down syndrome okay i think it's a typo so how do you see what do you mean by see perceive oh do do you do you perceive them to be different from Do you perceive them as different learners who are hard to educate? What's your what's your opinion? I think what's your opinion of children of down syndrome madam Rosna? Ya. Okay. As I mentioned just now before you teach down syndrome or before you teach autism or any disabilities actually you must understand them. Okey. As I know down autism they have a lot of sensory issue where you can tackle that first before you start teaching them. Ok. It's the same with down syndrome. It's the same with down syndrome. Even if the down syndrome we have dual diagnos as well. We have down syndrome plus autism. Ok. Here we have dual diagnosis as well. So so actually it's quite challenging to teach. Yes, if you they said if you can teach autism you can teach down syndrome very well. Ok. So you can also teach other disabil disabilities actually is the same. Ok. So you must understand them. Okey. So like I said down autism they have a lot of sensory challenging that you need to take first before you start teaching. You must understand the how they learn. Okey because everybody they have even among down syndrome also they have different way of learning h alright thank you so camelia another question here how do you tackle the sensory issues for example sensory overload in a classroom or are there ways you adjust your class setting to help with that of course of course. Okey for example like a here we divide the students into a mean morning and afternoon session okey so a so we we combine those yang a have a extra sensory overload or they have moderate student and also the low functioning student in the afternoon session because our therapies available in the afternoon Ok to focus more and also is we have to modify a bit okey our teaching our the way how we we tackle the issue in the afternoon because yes you we all as a teacher sometimes we not equip enough with I mean how to tackle their sensory needs okey that's why we need the occupational therapist and also a physiotherapist is to help us. Remember just now we have to we have to a a group all this expertise this expertise lah. Speech therapist a occupational therapist and then physiotherapist to create something I mean to create activity that can feel full their needs their sensory needs. Okey. Hmm. Ya maybe the maybe they they have very short attention spend or the like you said sensory overload. Yes, it can be like a student yang aa yang under yang yang high aa high arousal and also the student that have low arousal okey the they they maybe move a lot okey the they undergo they move here and there they run here but there is also the student that the they not enough I mean that they have the the low arousal this the very passive student then you also need to wake them up okey so so we have to because we in our body there is ain no there is something likein so your engines must be just nice for them to for them to be able to follow the the routine of the day so if your engine is too high okey and also too low okey it's also difficult for us to to to make them follow the activity on that day lah. Hm. So that's why we did the expertise as OT and physiotherapist and also the speech therapist to help them to tackle that issue. Yeah. So I think they are familiar that with the idea that it should take a multidisciplinary team to solve the problem. It's not like one person knows everything. Yes. Yeah. I feel even I have 26 experience but I still feel that I'm not equip enough to tackle on the sensory part because sensory you have to really understand the what they are lacking of. Okey so that's why we need different different expertise to help us on that. Ok so we have time for one more question if not then we meet physically in class. Any more questions from all of you class after this ya physically we go to the class. Ok. Ok we are now in our own spaces. Any more questions? Actually my question is would it be right to say that we also need the ABC method that we use with autism which you know autism ancedent behavior consequences so we can prepare the environment without syndrome because just now that child he looks a bit like I think he was pinching you a lot so that means we really need to figure out I mean for new teachers they would not understand why that the boy is pinching the teacher. So I think if you have that experience already you may say that okay the antiant is that he wants the focus on the biscuit only and so how do you prepare the environment in such a way? Yeah. See you see the children the child just now keep on pinching me. So what I apply is also ABC. I don't read so much on the behavior because if once I give attention to that behavior it would he will do again he will do again and again. Even though he keep on pinching me I just tahanlah tahan but you see when I don't respond to him then he will start to think that oh okay this person no respond okey lah. So how you use the consequences to reduce the behavior that is what we we apply here lah. And also in other words your nonreaction to his pinching actually stops that behavior because if you say jangan don't pinch me so he will use that as you are paying attention to his behavior. So then it will generate more pinching episodes. Yes. So it's very painful he pinching me because you see the way how he pinch. Wow it's really painful but I can I just tahan lah. Okeylah. So when third time after that he don't see any response then he stopped that behavior. Oklah wasting time I pitch you. I just continue my my task. Okey. Alright. Thank you very much. Are there any more questions? If there more no more questions shall we put in an emoticon to say thank you a big thank you to madam Rosna? Welcome. Welcome. Thank you very much for your kind effort and your time to share your expertise. Thank you very much madam Rosna. My pleasure. My pleasure. Okey, bye bye. See you all in class. Thank you very much madam Rosna. Welcome Dr. Julia. See you again. So, see you all group two in class. Okey. Alright. Bye bye. Bye. Thank you. Thank you, madam. Okey, bye bye