Years of research have concluded that children with Down syndrome will present with speech and language deficits. Children with Down syndrome are extremely likely to experience difficulties with semantics, grammar, phonology and pragmatics (Martin et al, 2009, p. 113). These children are also just as likely to experience difficulties with intelligibility, voice, and speech fluency due to motor deficiencies and muscle weakness (Kent et al, 2013, p. 178). For children with DS who are born into a bilingual home, it is possible that language impairments are more severely affected due to an overload of syntactic differences (Pearson et al, p. 96). Research on bilingual or multilingual children with DS is sorely lacking (Cleave et al, 2014, p. 43). Certainly, there has been a myriad of research on expected delays in the diagnosis of DS, and these delays might be generalized to those in multilingual populations of individuals with DS (Woll & Grove, 1996, p. 271). However, little research has been conducted on the effectiveness of bilingual speech therapy for children with DS. This study aims to identify the effectiveness of implementing bilingual speech therapy methods in a three-year-old bilingual male (simultaneous dual language acquisition) with Down syndrome through the use of parallel conversations and verbal models (in both languages), culturally adapted intervention plans and gestural signs. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay Although there is little research on the topic, there has been speculation that exposing developmentally delayed children to more than one language could impact the importance of potential speech and language delays (Feltmate & Bird, 2008, p. 6). However, preliminary research has provided vague information about whether children with DS can become bilingual as adults (Pearson et al, p. 197). That being said, these initial results suggest that some children may be able to acquire receptive language skills in two or more languages ​​(Bird et al, 2005). Bird et al (2005) examined parental estimates of bilingual children with Down syndrome. regarding the length of time children were exposed to each language at home. Their results suggest that there is a significant positive relationship between daily exposure and language ability. Potentially, if a child with DS is equally exposed to two or more languages ​​from birth until age four, the opportunity for language development in both languages ​​should be comparable to that of a child monolingual with a DS level of acquisition. Use parallel conversation strategies in both languages ​​(i.e., providing verbal prompts, verbal models, asking and answering simple questions, and narrating during play), as well as combinations of gestures and words (in both languages) will help children with DS achieve speech and language in both languages ​​(Bird et al, 2005, p. 51).Dr. Fred Genesee, an expert in second language acquisition at McGill University, has compiled research from the past decade regarding second language acquisition in children with developmental delays. Genesee also conducted her qualitative research on the responsibility of parents and speech therapists in achieving true bilingualism in these children. Genesee argues that although current research trendssuggest that children with language delays are successful at learning two languages ​​simultaneously, it is not a skill that is acquired simply through repeated exposure. The study by Bird et al. (2005) supports Genesee's view that the child's parents as well as speech-language pathologists must take active responsibility for ensuring that the child receives equal and adequate exposure to both languages ​​in a learning environment favorable so that they are completely required (Genesee, 2009, p. 29). Currently, there is no research explaining the impact of different learning environments on bilingualism in children with DS. Similarly, no research has determined the exact exposure time needed for equal language acquisition for children with language delays. At this point, trends in research on second language acquisition in typically developing children will need to be generalized to children with specific language disorders (Woll & Grove, 1996, p. 272). Thus, reduced exposure in a language will result in incomplete acquisition (Genesee, 2009, p. 31). Children with specific language impairments will need equal continuous and regular exposure in both languages ​​in order to achieve full proficiency relative to that of their monolingual peers with language impairments (Woll & Grove, 1996, p 272). Marder et al (2006) conducted research on the success of using gestures in children with Down syndrome during early language acquisition. Children with Down syndrome have a preference for visual learning styles, which may contribute to their success in learning signs (p. 497). For bilingual children with Down syndrome, it may seem counterintuitive to introduce a third language when two languages ​​are already showing up as late. However, sign language can be used to bridge the gap between two languages ​​and allow the child to communicate their wants, needs and feelings in context (Marder et al, 2006, p. 497). Exposing the child to gesture signs and then verbally labeling the sign in each language allows the child to make a connection between words or phrases that are verbally distinct because of their shared gesture sign (Bird et al, 2005, p 196). Historically, health and education professionals such as speech pathologists and teachers have suggested that families with children with DS should aim to expose them to only one language. This hypothesis was based on the idea that language learning challenges would only increase with exposure to another language (Cleave et al, 2014, p. 52). Paradis et al. published a book titled Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning, examining potential intervention methods for children with language delays who are also bilingual. In their manual, the authors suggest the most effective speech therapy methods to implement when working with bilingual learners with DS. Some of the main methods include giving children ongoing, consistent, and rich exposure to both languages, using bilingual models throughout therapy sessions, planning interventions that are culturally appropriate to the child's family identity, and respond to parents' concerns by having them observe and offer suggestions for therapeutic activities. (Paradis et al, 2011, p.1). Much of the manual by Paradis et al. discusses the importance of evidence-based practice in treating bilingual clients. Thanks to.