Common characteristics associated with Down syndrome include cardiac complications, large tongue, low muscle tone, impaired hearing, vision problems, abnormal ear shape, large gap between first and second toes, and developmental delay. The life expectancy of a person diagnosed with Down syndrome has significantly increased

There are many future challenges for early intervention programs that need to be addressed. Studies in prelinguistic communication with analyses for children with Down syndrome conducted separately are of top priority (Spiker and Hopmann, 1997). Funding for further research is also important for enhancing specific types of early intervention programs. “As early intervention activities become more integrated into community experiences and a more ecological model evolves, new techniques will be required to document and assess a family’s engagement in early intervention as important outcomes” (Spiker and Hopmann, 1997).

Researchers have seen a progressive decline in rate of development for children with Down syndrome and expect that participation in early intervention will slow that decline (Spiker and Hopmann, 1997). While early intervention programs result in improved development over a short period of time, results for improved performance over a long period of time are still being studied through longitudinal studies.

A primary reason for early intervention programs is so the child can integrate into mainstream education. Instead of segregating those who have Down syndrome from other typically developing children, “parents and professionals have recently advocated strongly for a single education system that could provide an adequate support network for children with different educational needs” (Wolpert, Reprinted in NDSS, 1995-2003). Although inclusion into mainstream schools versus specialized school programs could be prove to be more beneficial for those with developmental delay, it will take a lot of ingenuity, patience, and time before an integrated program can be truly successful. Support of academic administration and proper training of personnel are needed to provide an effective learning environment for children of different abilities. Changes in curricula to meet the needs of all students “causes extra work in areas of modifying homework, class assignments, tests, grading procedures and necessitating more contact with the parent” (Wolpert, Reprinted in NDSS, 1995-2003).

Uniform education is dying out and alternative methods are being implemented to help those with developmental delay acquire knowledge and skills based on their personal handicaps. Because Down syndrome children have a degree of mental and physical retardation, they are recipients of early intervention services that can enhance early development (Spiker and Hopman, 1997). Many early intervention programs have been designed to help facilitate people with development

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