Years of research have concluded that children with Down syndrome will have 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 have difficulties with speech intelligibility, voice and fluency due to motor disorders and muscle weakness (Kent et al, 2013, p. 178). For children with DS born into a bilingual family, it is possible that language disorders 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 severely lacking (Cleave et al, 2014, p. 43). Certainly, there has been a myriad of research conducted on expected delays with the diagnosis of DS, and such delays can be generalized to those of multilingual populations of individuals with DS (Woll & Grove, 1996, p. 271). However, little research has been conducted on the effectiveness of bilingual speech therapy in children with DS. This study aims to identify the effectiveness of implementing bilingual speech and language therapy methods with a three-year-old bilingual male (simultaneous acquired bilingual) with Down syndrome through the use of verbal and parallel speech models (in both languages), culturally appropriate intervention plans and gestural signs. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay Although there is little research on the topic, it has been hypothesized that exposing children with developmental delays to more than one language may impact the significance of potential speech and language delays (Feltmate & Bird, 2008, p. 6 ). However, preliminary research has provided vague information on whether children with DS will become bilingual in adulthood (Pearson et al, p. 197). That said, these early findings 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 parents' estimates of bilingual children with Down syndrome regarding the amount of time the children were exposed to each language in the home. Their findings suggest that there is a significant positive relationship between daily exposure and language ability. Potentially, if a child with DS is exposed equally to two or more languages ​​from birth to age four, the likelihood of language development in both languages ​​should be comparable to that of a monolingual child with DS acquisition level. Using parallel dialogue strategies in both languages ​​(e.g., providing verbal cues, verbal modeling, simple questions and answers, and narration during play), as well as combinations of gestures and words (in both languages) will help children with DS to achieve speech and language in both languages ​​(Bird et al, 2005, p. 51).Dr. Fred Genesee, a second language acquisition expert at McGill University, has compiled the last ten years of research on second language acquisition in children with developmental delays. Genesee also conducted her own qualitative research regarding the responsibility of parents and speech-language pathologists in achieving true bilingualism in these children. Genesee argues that while current research trends suggest that children with language delays can learn two languages ​​simultaneously, it is not a skill that is acquired simply through repeated exposure. Bird et al's (2005) study supports Genesee's view that parents ofchild 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 conducive learning environment in order for them to be fully necessary (Genesee, 2009, p. 29). There is currently no research explaining the impact of different learning environments on bilingualism in children with DS. Likewise, no research has established an exact exposure time necessary for equal language acquisition by children with language delays. At this stage, research trends on second language acquisition by typically developing children will need to be generalized to children with specific language disorders (Woll & Grove, 1996, p. 272). Therefore, reduced exposure in a language will result in incomplete acquisition (Genesee, 2009, p. 31). Children with specific language disorders will need continuous and regular exposure to both languages ​​in order to acquire full proficiency equal to that of their monolingual peers with language disorders (Woll & Grove, 1996, p. 272). Marder et al (2006) conducted research regarding the success of using hand signs for children with Down syndrome during early language acquisition. Children with Down syndrome prefer visual learning styles and this may contribute to their success with signing (p. 497). For bilingual children with Down syndrome, it may seem counterintuitive to introduce a third language when two languages ​​already present as delayed. However, gestural signs can be used to bridge the gap between two languages ​​and allow the child to communicate wants, needs and feelings in context (Marder et al, 2006, p. 497). Exposing the child to gestural signs and then verbally labeling the signs in each language allows the child to make a connection between verbally distinct words or phrases because of their shared gestural sign (Bird et al, 2005, p. 196). Historically, health and education professionals such as speech-language pathologists and teachers have suggested that families with children with DS should intend to expose them to only one language. This assumption was based on the idea that challenges in language learning 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 textbook, the authors propose the most effective speech therapy methods to implement while working with bilingual students with DS. Some of the main methods include giving children continuous, consistent, and rich exposure to both languages, using dual models during therapy sessions, planning interventions that are culturally appropriate for the child's family identity, and addressing parents' concerns by having them observe and observe. offer suggestions for therapeutic activities. (Paradis et al, 2011, p.1). Much of Paradis and colleagues' textbook discusses the importance of evidence-based practice in the treatment of bilingual clients. Through the use of evidence-based practice, clinicians who treat bilingual children with DS will be able to provide the most effective and ethical care possible. The American Speech-Language-Hearing Association defines evidence-based practice as a combination of current, high-quality research evidence with clinical expertise and client preferences and values ​​in clinical decision making, using the three principles of individual clinical competence , patient values ​​and expectations e.