SECRETARIAT OF EDUCATION

UNIT OF SUPPORT SERVICES TO REGULAR EDUCATION NO. 60

KEY TO C.T. 27FUA0064Y

SCALE (RUBRIC) FOR THE DIAGNOSTIC EVALUATION OF THE STUDENT WITH DOWN
SYNDROME

Student's name: _________________________________________________

Domicilio: _________________________________________________________
Date of birth: ____________________________ Sex: ______________
Grade: _______ Group: _______
Group teacher: ___________________________________________________
Preescolar: ________________________________________________________
Code: _________________________ School Year: _______________________
Fecha: _________________________

CHANNELED:
LANGUAGE ( ) LEARNING ( ) PSYCHOLOGY ( ) SOCIAL WORK ( )

Evaluation aspects Always Almost Sometim Never Not

always es and/or observed
assistanc
e is
required
- Learning is done at a slow pace.

Cognitive - He fatigues quickly and his

Development attention is not sustained for a
prolonged period of time.
(Attention, Theirinterest in the activity is
memory, sometimes absent or short-lived.
perception,
logical -Many timeshe/she is unable to
thinking, perform the activity alone.
comprehensio - He is slow to respond to
n). commands given to him.
- He has a hard time remembering
what he has done and known.
- It does not occur to him to invent
or look for new situations.
- Has difficulty in solving new
problems, even if they are similar to
others previously experienced.
- You can learn best when you have
been successful in previous
activities.
- When he immediately learns of the
positive results of his activity, he is
more interested in continuing to
collaborate.
- When he actively participates in
the task, he learns it better and
forgets it less.

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 SECRETARIAT OF EDUCATION
UNIT OF SUPPORT SERVICES TO REGULAR EDUCATION NO. 60
KEY TO C.T. 27FUA0064Y

- When asked to perform many

tasks in a short time, he becomes
confused and rejects the situation.
- Absence of a stable or
synchronized pattern in some items.
- There is usually a delay in the
acquisition of the concept of object
permanence; once acquired, it may
manifest itself in an unstable
manner.
- The smile of pleasure for the task
performed appears frequently, but it
is not usually related to the degree of
difficulty they have overcome, and it
seems as if they do not know how to
value it.
- Symbolic play appears in the same
way as in other children, as they
advance in mental age.
- Play is, in general, more restricted,
repetitive and prone to performing
stereotypies.
- They present difficulties in the
final stages of symbolic play.
- In problem solving, they make
fewer attempts and show less
organization.
- There may be episodes of
increasing resistance to effort in the
performance of a task, expressions
that reveal little motivation in its
execution, and inconsistency in the
execution, not due to ignorance but
due to negligence, rejection, or fear
of failure.
- It has a good development of
visual perception and memory.
- What they have learned well they
tend to retain, although it is
necessary to reinforce and
consolidate learning.
- Has difficulty working alone,
without direct, individual attention.
- He does not accept rapid or abrupt
task changes; he does not
understand having to leave a task if
he has not finished it, or having to
interrupt it if he is comfortable with it.
- The concentration is short-lived.
- It is sometimes noticed in the
superficial gaze, which wanders
without paying attention.

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 SECRETARIAT OF EDUCATION
UNIT OF SUPPORT SERVICES TO REGULAR EDUCATION NO. 60
KEY TO C.T. 27FUA0064Y

- The problem is not always loss of

concentration but fatigue.
- He presents difficulties in the
processes of activation,
conceptualization and generalization.
- He/she has difficulty
understanding instructions, planning
strategies, solving problems and
attending to several variables at the
same time.
- Significant limitations in short-term
memory, especially when information
is presented in auditory-verbal form;
usually improved with supplementary
visual reinforcement.
-Slowreaction times. - It is
necessary to give them time to
interpret and respond, not to replace
them.
- Often have difficulty understanding
concepts such as numbers (they
may learn to count without
understanding).
- Limited ability to form concepts,
group objects into meaningful higher
categories, etc.
- Great difficulty in all tasks requiring
abstraction level.
- Deficiency in arithmetic
calculation, costly to learn the most
elementary calculations and to
imagine solutions to small everyday
problems.
Slow and difficult retrievalof
information accumulated in long-term
memory.
-Learningmust be repeated
periodically so that it can be
retained, not taken as definitively
established.
- In their expressive language, they
express little of their concrete
Language demands even though they already
have the capacity to maintain a
certain level of conversation.
- Good linguistic comprehension, in
relative terms, and as long as he/she
is spoken clearly and in short
sentences.
- He usually has sufficient
vocabulary, although his linguistic
problems will be pointed out later.

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 SECRETARIAT OF EDUCATION
UNIT OF SUPPORT SERVICES TO REGULAR EDUCATION NO. 60
KEY TO C.T. 27FUA0064Y

- He has auditory perception

problems: he does not pick up all
sounds well, processes auditory
information poorly, and therefore
responds less well to verbal
commands given to him.
- Has difficulty following instructions
given to a group.
- He has poor sequential auditory
memory, which prevents him from
recording and retaining several
commands in a row.
- Has difficulty with expressive
language and verbal responses.
- His social age is higher than his
mental age, and the mental age is
higher than his linguistic age;
therefore, he may have difficulty
expressing himself orally to ask for
help.
- Communicate clearly what you
want.
- Can self-regulate his or her
behavior when working with other
Socio- peers.
Affective - Shows aggressive behavior when
Development a toy is taken away.
- In games with peers, it is common
for the child to be alone because
he/she chooses to be, or because
he/she cannot keep up with so much
stimulation and so quickly, or
because the others get tired of
encouraging him/her to participate
and of having to follow his/her own
pace.
- Insufficient intrinsic motivation to
face learning with desire.
- Establishes coherent
communication with a child of his or
her age.
- Establishes coherent
communication with adults.
- He manages to dress himself.
- Try to tie your shoes.
Habits of
- He manages to go to the
Autonomy
bathroom without help.
- It isorganized to learn from the
events of daily life.
- He brushes his teeth without
help.
- It manages to bathe itself.

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 SECRETARIAT OF EDUCATION
UNIT OF SUPPORT SERVICES TO REGULAR EDUCATION NO. 60
KEY TO C.T. 27FUA0064Y

- Eats without help.

- She dresses herself.
- She undresses herself.
- Controls sphincters.
- It manages to swing on its own in
Motor a swing.
development
- Run without stumbling.
- Try jumping rope.
- It has good spatial orientation.
- Presents certain gross motor
problems (balance, tone, antigravity
muscle movements).

- Presents certain fine motor

problems (handling pencil and
scissors).
- It cuts without sense.
- Cuts with greater precision.
- Motor development is usually slow.
- He has an uncoordinated gait with
generalized motor clumsiness and
very limited manual dexterity.
- Curiosity to know and explore what
surrounds him is limited.

*Note: many of the deficits in language acquisition and development are due to cognitive limitations, not specific
language disorders.

- Thedevelopmental sequence follows the same trajectory as in the normal child (Smith, 1977). These statements
coincide with the study by Hurtado (1995) and with those carried out by Perelló, Portabella and Trilla (1985):

- the vowels ("a", "o") are the first to appear, followed by ("e") and the emission of ("i"); the ("u") appeared around
the age of 3 years.

- of the consonants, the occlusive phonemes "p", "t" and the nasal phonemes "m", "n" are the first to appear. The
occlusive "k" appeared around the age of three, but emitted, in a large number of cases, with difficulty and could
be replaced by the "t". The occlusive phoneme "b" appeared before the age of 2.5 years. Then came "d" and "g".

- The main articulatory difficulties were observed in the fricative phonemes "s", "j", "z", "f", affricates, laterals and
vibrants that did not appear before the age of 4 and with defective articulation.

- The phoneme "r" did not appear in any case.

- The first sounds that appear are the same, vowel sounds, in the normal developing population and the DS
population, but while some pronounce them at 5 months, the others pronounce them at 7 months. The order of
acquisition during the first 12 months is the same in both groups:

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 SECRETARIAT OF EDUCATION
UNIT OF SUPPORT SERVICES TO REGULAR EDUCATION NO. 60
KEY TO C.T. 27FUA0064Y

- Sonorous occlusive phonemes ("g", "b"), deaf phonemes ("p", "t") and nasal phonemes ("m", "n"). The main
difficulties, in all studies, have been found in fricatives, affricates, laterals and vibrants and in the sonorous nasal
sound ("ñ").

- Even knowing that in children with S.D., pronunciation may be inaccurate and acquisition may be delayed, the
following chart can be used to visualize the sequence in the acquisition of the correct articulation of sounds in the
normally developing population (L. Bosch. 1983, cit. by Torres, 1996) and the comparison with that of S.D., based
on the characteristics mentioned above.

SUPPORT TEACHEROR PEDAGOGICAL REGULAR CLASSROOM TEACHER 1 RO.

____________________________ ____________________________
L.E.E. MARCOS ENRIQUE LIC. MAUDILIA GOMEZ CASTILLO
DE LA CRUZ CONTRERAS

USAER DIRECTOR NO. 60

____________________________
LIC. MARIA DERVI DE LA CRUZ MAY