Teaching sign language to kids with Down syndrome is common. So I know this opinion may ruffle some feathers. But I believe there that may be a negative side to teaching sign language. Particularly to the extent that it is often used to replace verbal language for younger children with Down syndrome.

I saw firsthand with @marathewondergirl that she stopped trying to say certain words after learning to sign them. And now that we stopped using the signs to replace them, these are words that she is again saying without any problem. Some examples are “more”, “down”, “ball” and “jump”.

Do I think teaching a few helpful signs hurts? Of course not. And it can be very helpful at early stages before any child begins to use words to communication. But I do think it can be counterproductive for any child that would benefit by practicing verbal skills. Because the physical signs remove the need to try to be verbal in many instances.

As soon as I noticed how Mara favored signing versus trying to say the word, I started researching the topic. Here is what I learned.

(1) Little children are “wired” to learn language. And a child with Down syndrome is no different.

(2) Neurodevelopmentalists do not recommend teaching sign language to a young child with Down syndrome.

(3) Children who have issues with congestion, hearing or oral motor problems (as is the case with many kids with Down syndrome) may experience difficulty with language development.

(4) For a child facing challenges with verbal language, signing becomes a really easy way to get what they want. Guess what the child will do? The child will sign and not talk. I saw it first hand.

(5) How a child processes auditory information will be a direct reflection of the amount of language that a child acquires and uses.

For me, the connection was clear and we made immediate changes. And now, months after making the decision to stop teaching her sign language, Mara has added so many words to her vocabulary.

When we made this change, we had hit a plateau with speech development. Particularly the use of phrases of two or more words. When we practiced two-word phrases, Mara would typically say one word and sign the other. Saying “food” while making the sign for “please”.

Her ability to communicate in this way showed that she understood the concept. But getting her to say both words together was happening only rarely. Getting away from the use of signs as a means for Mara to communicate her needs, and asking her to use the words instead, led to a rapid increase in language development.

In summary, I always saw the value of using signs for young children. Particularly before they had the capacity to be verbal. I used signs with a very young Lennox, as well as a very young Mara. It is a great way to introduce cause and effect to children. That they can communicate and have their needs “heard” by their caregivers. And there is great value in that.

But I do think there is a point of diminishing returns for any child that might have natural challenges with verbal communication. Because instead of replacing verbal language with signs, that child could benefit more from practicing verbal communication. And in the end, the child will make more progress at an early age. And that is very important because those early years are when the brain is most able to be effectively wired for verbal communication.