The work carried out in classrooms and foundations seeks to break the myths surrounding people with Down syndrome, particularly regarding what they are capable of achieving in school and society.

In the past, people with Down syndrome were often confined at home. Later, they began attending special schools, often as an act of charity. Today, the approach has shifted: we aim to move beyond the label of “Down syndrome” and focus on the individual, valuing their potential and unique characteristics. It’s about believing in them beyond the diagnosis.

In education, a standardized approach doesn’t work. We are still learning how to work with people with Down syndrome because not all of them have the same needs. For this reason, standardized evaluations are often not helpful in their case. Education begins with early stimulation, starting from infancy, using sensory stimuli and games to develop different skills.

When they start school, work focuses on areas like fine motor skills. As they grow, learning adapts to their developmental stage. For adolescents, for example, it’s essential to break down stereotypes and teach practical skills like handling money and shopping.

Sometimes families are afraid to let their children participate in social activities, such as going out or attending parties. Therefore, it’s crucial to empower families and support them on this path toward their children’s independence. People with Down syndrome must learn to navigate the city, identify specific locations, handle money, and know who to approach in case of need. While they may require more support, this doesn’t mean they can’t do it.