Speech Therapy
The Journey of D, a 14-Year-Old with Down Syndrome
When D first stepped into the speech therapy room, he was a quiet, observant 11-year-old boy with a warm smile and a curious gaze. Diagnosed with Down syndrome at birth, D, had always faced challenges with communication. At the time of his initial assessment 3 years back, his verbal expressions were limited, his speech was often unclear, and he had difficulty understanding and responding to questions—particularly “wh” questions like “what,” “where,” and “why.” Though his family could usually understand him through gestures and familiar routines, D struggled to make himself understood outside of his home environment.
His parents expressed a deep desire to help him connect more confidently with others and prepare for more independence in school and social settings. So began D’s journey in speech and language therapy.
The Therapeutic Approach: From the beginning, therapy sessions were designed to be engaging, consistent, and tailored to his learning style. His therapist used a combination of vocabulary-building activities, visual aids, modeling of correct speech, and auditory input strategies. Picture cards, visual schedules, and interactive games were central to each session, making learning both structured and fun. The Therapeutic Approach From the beginning, therapy sessions were designed to be engaging, consistent, and tailored to his learning style. His therapist used a combination of vocabulary-building activities, visual aids, modeling of correct speech, and auditory input strategies. Picture cards, visual schedules, and interactive games were central to each session, making learning both structured and fun.
Instead of simply correcting D’s speech, the therapist modeled appropriate sentences and encouraged imitation through repetition and play. For example, during a game involving animals, D would be prompted to say, “The dog is running,” rather than just “dog run.” Simple songs and rhymes were used to build auditory memory and rhythm in his speech, while role-playing exercises helped him understand and respond to questions.
His parents expressed a deep desire to help him connect more confidently with others and prepare for more independence in school and social settings. So began D’s journey in speech and language therapy.
The Therapeutic Approach: From the beginning, therapy sessions were designed to be engaging, consistent, and tailored to his learning style. His therapist used a combination of vocabulary-building activities, visual aids, modeling of correct speech, and auditory input strategies. Picture cards, visual schedules, and interactive games were central to each session, making learning both structured and fun. The Therapeutic Approach From the beginning, therapy sessions were designed to be engaging, consistent, and tailored to his learning style. His therapist used a combination of vocabulary-building activities, visual aids, modeling of correct speech, and auditory input strategies. Picture cards, visual schedules, and interactive games were central to each session, making learning both structured and fun.
Instead of simply correcting D’s speech, the therapist modeled appropriate sentences and encouraged imitation through repetition and play. For example, during a game involving animals, D would be prompted to say, “The dog is running,” rather than just “dog run.” Simple songs and rhymes were used to build auditory memory and rhythm in his speech, while role-playing exercises helped him understand and respond to questions.
The Progress
Over the months, D’s progress was nothing short of remarkable.
His vocabulary grew steadily—from using mostly single words to speaking in three- to five-word sentences. The length and complexity of his sentences improved, allowing him to describe pictures, talk about his day, and express needs and emotions with greater clarity. His speech intelligibility increased significantly, making it easier for teachers, peers, and extended family members to understand him without relying on visual cues.
A key milestone came when D, began responding more accurately to “wh” questions. At first, these responses were brief and sometimes off-target. But with continued practice and visual support, D could now understand and answer questions like, “What did you eat for lunch?” or “Why are you happy?”
Now , he started narrating short stories using pictures, participating in basic telephone conversations, and engaging in simple social exchanges with peers. His confidence soared. He began initiating greetings, making requests politely, and even telling short jokes—a favorite way to connect with his classmates.
Over the months, D’s progress was nothing short of remarkable.
His vocabulary grew steadily—from using mostly single words to speaking in three- to five-word sentences. The length and complexity of his sentences improved, allowing him to describe pictures, talk about his day, and express needs and emotions with greater clarity. His speech intelligibility increased significantly, making it easier for teachers, peers, and extended family members to understand him without relying on visual cues.
A key milestone came when D, began responding more accurately to “wh” questions. At first, these responses were brief and sometimes off-target. But with continued practice and visual support, D could now understand and answer questions like, “What did you eat for lunch?” or “Why are you happy?”
Now , he started narrating short stories using pictures, participating in basic telephone conversations, and engaging in simple social exchanges with peers. His confidence soared. He began initiating greetings, making requests politely, and even telling short jokes—a favorite way to connect with his classmates.
The OutcomeSubmitted by,
Today, D, continues to receive speech therapy, but he’s already come a long way from that quiet boy who once struggled to be understood. His ability to express himself has opened new doors—in the classroom, at home, and in his growing social world.
Ms.Nida Mujawar (Speech therapist)
