Coeliac disease Expand Coeliac disease is a type of malabsorption where the bowels are unable to absorb particular nutrients from food. Coeliac disease is more common in people with Down syndrome. In coeliac disease, the body develops an allergy to part of a protein called gluten, which is found in wheat and some other cereal grains. Eating gluten–containing foods in those with coeliac disease causes damage to the wall of the small intestine, and as a result it is not able to work effectively, and food is not properly absorbed. Symptoms include abnormal stools (diarrhoea, frothy, foul smelling or bulky stools are typical), swollen stomach, tiredness and irritability, and poor growth. Anaemia may also result. If coeliac disease is suspected blood tests are usually done to look for antibodies that the body makes in response to gluten. These are sometimes positive in those who do not have coeliac disease so the diagnosis needs to be confirmed with a biopsy. Treatment of coeliac disease is by special diet excluding gluten. This should be supervised by a dietitian.
Oral health Expand Establishing good dental habits and having regular dental checks can reduce the likelihood of dental problems in the future. There are some dental issues that are more common in people with Down syndrome but these also occur in the general population. Dental issues may occur in people with Down syndrome because of their smaller jaws and palate (the roof of the mouth) and because of the way in which their primary teeth (milk teeth) and permanent teeth develop. As there is no dental condition that is unique only to people with Down syndrome, a general dental practitioner can offer advice and any necessary treatment.
Prenatal testing and diagnosis Expand Prenatal testing If you are about to have, or are currently undertaking, prenatal tests, it is important you understand about the tests you are taking, what they can tell you and what choices you may have to make. We know that this may be a difficult time for you. In many countries screening for Down syndrome is offered to pregnant women of all ages. The tests you will be offered depend on how many weeks pregnant you are. A screening test can only provide you with information about the likelihood of having a baby with Down syndrome. Ultrasound scans can show signs that a baby has an increased chance of having Down syndrome. Certain blood tests can also detect if a baby is more likely to have Down syndrome. These include maternal serum screening tests and cell-free DNA testing (also called cfDNA or non-invasive prenatal screening (NIPT)). Compared to other screening tests, cfDNA testing can detect more of the pregnancies that have higher chances for Down syndrome. However, neither ultrasound nor blood tests can confirm a diagnosis. To confirm a diagnosis, chorionic villus sampling (CVS) or amniocentesis (tests that take samples of foetal tissue or fluid from the baby) needs to be carried out. It is your choice whether or not to take the tests. If you decide to take the tests, think about why you are taking the test, what the test can tell you and what choices you may have to make as a result of taking the test. It is important to source accurate, balanced and up-to-date information about Down syndrome. Information written by people with Down syndrome and their families can be particularly helpful. In many countries health professionals have received training to help women to make informed decisions that feel right for them. Explaining the diagnosis In some countries health professionals have received training on how to deliver and explain the diagnosis. Receiving news about a diagnosis can be overwhelming and families often cope with a range of emotions during that time. Some parents and families also appreciate learning that Down syndrome is a natural condition that usually happens by chance and is not caused by anything they did or did not do during pregnancy. In addition to the health and social services available in some countries, local, national and international Down syndrome organisations can provide information, advice and support if required.
New baby Expand Congratulations on the birth of your baby! If your baby is healthy, his/her needs will be just like other babies. You don't need to do anything different or special at this stage. We know it can be difficult at first to see past the Down syndrome to your baby's individual personality. Take time to listen to him/her, get to know and enjoy him/her. A loving secure environment is the most important thing that you can give your baby at this time. New parents are often concerned that their baby will miss out if they are not immediately providing some form of regular stimulation. We understand this feeling, it is very natural, but don't be hard on yourself. Give yourself time to adjust to your new baby. Interact with him/her. The rest can come later! Your baby's health Some health conditions are more common in children with Down syndrome. It is important that you are aware of this and if possible that your baby is screened for these. Some countries have systems in place to ensure this takes place, e.g. if you live in the UK your baby will have an insert for babies born with Down syndrome in his/her Personal Child Health Record (PCHR). This contains information about health screening, child development and weight and growth charts. Other countries will not have this. Local support Remember that too much information may be overwhelming at this stage and may never be relevant. We can provide you with a contact in your country who may in turn be able to connect you with a local parent support group. Meeting other parents locally can give you some much needed moral support and advice from like minded people.
Feeding babies Expand Do not assume that just because your child has Down syndrome that they will experience problems with feeding. Many babies with Down syndrome are able to breastfeed successfully from birth. Persevere if you want to breastfeed and remember it can take a couple of weeks to establish feeding with any baby. Seek support if necessary from health professionals. A few babies have medical problems which affect feeding. Babies with gastro-intestinal tract (GI tract) disorders who need an operation will not be allowed to feed at first and will get nutrients intravenously. Some babies with heart conditions may be unable to feed immediately because they are tired or breathless; mothers of these babies can express breast milk by hand or pump to build up their milk supply. Their milk can be given to their babies by naso-gastric tube when the babies are well enough. With patience, and following surgery for any medical conditions, these babies can often fully breastfeed eventually. Weaning your baby is likely to be much like weaning any other child, but sometimes they can be slower to learn how to suck, chew and swallow. Some babies with Down syndrome are particularly sensitive to different textures and prefer smoother foods and familiar flavours. As with any child, the priority is to provide a healthy and balanced diet. Ask a qualified professional, for example a health visitor or speech and language therapist with expertise in feeding, if you are worried or need advice on feeding and weaning.
Babies and young children Expand All babies and young children bring their joys and concerns. Having a baby with Down syndrome sometimes brings extra things to think about. Will they feed well? Are they healthy? When will they sit up, walk and talk? You probably already know that your child will take a bit longer to reach their developmental milestones. They will get there at their own pace. Development Your child will develop through enjoyable opportunities for interacting, moving and playing in their first years of life. As they get older they will continue to progress in all areas, helped by early intervention, by having their hearing and any other health needs met and, later, by being educated at school. Children with Down syndrome develop at different rates and in different ways – they have individual strengths, interests, talents and needs. They are helped by being socially included in their families, schools and communities. They are helped to learn new skills by being shown how to do them and by having enjoyable ways to practice. Like all children, they benefit from high expectations and support at home and at school. Intervention You may have heard people mention that 'early intervention' can help the development of children with Down syndrome. This can include speech and physiotherapy as well as home teaching programmes. There is now plenty of information that professionals and families can use to support children with Down syndrome to make the most of their strengths, address areas of difficulty, and develop the skills they need to get the most out of life. Every child with Down syndrome is different. Remember to try to have fun with your child and enjoy them, they grow up fast! The intervention that your child receives will depend on their needs and local availability. Ask your doctor, local health professional or local support network what is available in your area. If you cannot find any local services, please contact DSi and we will try to put you in contact with people in your country who may be able to help.
Early development Expand How can I help my baby develop? Enjoy the time you spend with your baby – this will help him/her to learn and develop. Get to know your baby, the things he/she likes and doesn't like, and respond to these. Let your baby know you are interested in his/her feelings, interests and needs. Talk with your baby, face to face. How do I do this? Your baby will show his/her interest by looking, making noises and moving his/her face and body. Your baby will need sleep and quiet times as well as lively, interactive times and you will get to know the signs when he/she needs these. Some of your baby's signs may be subtle at first, so try to respond even when you aren't sure what your baby wants, as you care for and touch your baby, and as your baby watches and listens. Spending time in face to face interaction with your baby is one of the best ways to help your baby learn. You can copy your baby's noises and expressions, exaggerate them, and wait for your baby to respond to you. You may need to wait a little for your baby to respond to you with a movement, wriggle, noise or expression, so be patient. Keep noticing and responding. As you get more practiced, you can show your baby new expressions, noises, things to touch and feel and see what your baby thinks of these – if he/she isn't keen, go back to following your baby's interests. Most new parents interact with their babies in this way quite naturally within the first few months. Play together At this stage your child will learn more from playing with you than they will from playing on their own or with other children. Follow your child's lead and support their learning in sensitive and responsive ways. Although much of this will happen naturally; you can always get tips from other parents, professionals and organisations in your country. Remember, not everything has to be Down syndrome specific. Any tried and tested ways that are used to help children who do not have Down syndrome will also help your child's development. Play often and have fun Playing frequently together, getting into your child's world, copying his/her play with your own toy that is the same as his/hers, repeating things your child enjoys, taking turns, showing your child you are having fun, being animated and playful are just some of the ways you can help your child learn. Show your child the next step if he/she seems ready As you play together you can show your child the next step and encourage your child to copy you. We know that children with Down syndrome learn especially well by being shown things. Toys, play positions and physical skills Your child may have small hands or arms, or not be quite as strong as other children. If so, look for small toys he/she can hold, 'cause and effect' toys that move easily - that don't need too hard a 'press' or 'pull' to make them work, and toys your child can reach to explore. Your child might play and learn more easily in some positions than in others. Getting a balance The demands of living with a young child can be overwhelming particularly when the fact that your child has Down syndrome may lead to extra appointments with doctors and therapists and anxiety in the early years. It's easy to become completely tied up with what is special or different about your child. It's important to strike a balance so that your needs and the needs of other family members are addressed. Remember that to some extent, all babies have to fit in with what is going on around them. While 'special' activities help, they are unlikely to be the main influence on your child's development. The most important experiences for a child with Down syndrome come from being a member of a happy, loving and active family – and from doing all the things that families normally do. Not everything has to be educational or meaningful. Let your child and the rest of the family relax, do something that has absolutely no educational function other than being fun.
What are human rights? Expand People with Down syndrome have the same human rights as everyone else. Human rights are the basic rights and freedoms that belong to every person in the world, from birth until death. They apply regardless of where you are from, what you believe or how you choose to live your life. They can never be taken away, although they can sometimes be restricted – for example if a person breaks the law, or in the interests of national security. These basic rights are based on shared values like dignity, fairness, equality, respect and independence. These values are defined and protected by law. The Convention on the Rights of Persons with Disabilities (CRPD) is an international legal agreement. It exists to protect and promote the human rights of people with disabilities.
Information for families, siblings and friends Expand If a family member or friend of the family has recently given birth to a baby with Down syndrome, you may initially feel concerned or confused as to what it is and what it will mean for your life and the lives of others you care about. It is important to seek balanced up-to-date information about Down syndrome to get a clearer understanding. A good insight can often be obtained from information written by people with Down syndrome or by their family members. First and foremost your friend’s/relative’s new baby has the same needs as all babies. They will eat sleep and cry and will need love and affection just like any other baby. The most important thing that you need to know about Down syndrome is that everyone with the condition is a unique individual. The one constant is that every child with Down syndrome will have a certain level of learning disability. The learning disability affects a child’s ability to learn compared with other children of their age, it does not mean they cannot learn. Children with Down syndrome generally take longer to reach developmental milestones and they will need some additional support. The way the syndrome affects a person’s development, learning and health varies widely. The level of support that a person with Down syndrome needs as they grow up and throughout their lives will be different from person to person. In some countries the quality of life, life expectancy, role in the community and life opportunities for people with Down syndrome have gradually been transformed as education and support have improved. However, we still have work to do to ensure that people with Down syndrome have many of the same life chances that the general population take for granted, especially in developing countries. As a sibling, growing up with a brother or sister with Down syndrome can be a mix of good and bad experiences and emotions. Many siblings say their brother or sister with Down syndrome has made their life better. All siblings, however, sometimes need a little extra understanding and support. How you can help It will come as no surprise that any new parent appreciates congratulations and being told how beautiful their baby is. Your friends/family are no different. Meet the new baby, get to know them and hold them. If the new parents have other children, don’t forget to make a fuss of them too so they don’t feel left out. As with any new baby, let the family know that you are there to offer support as their new baby grows up.
Inclusive education Expand Since 2006, 161 countries around the world have signed up to the United Nations Convention on the Rights of Persons with Disabilities and are embracing the criteria listed in Article 24 (Education) which recognises the 'right of persons with disabilities to education' and to 'ensure an inclusive education system at all levels and lifelong learning'. With such changes in education law, it is gradually becoming more commonplace for children with Down syndrome around the world to attend community playgroups and nurseries, local mainstream schools and to join in social activities with typically developing siblings and friends. In addition, more young adults with Down syndrome are gaining qualifications and experiences and thereby succeeding in a wide variety of ordinary jobs. The vast majority of children with Down syndrome will benefit from placement in a local mainstream school, receiving their education alongside typically developing peers of their own age. Research indicates that children with Down syndrome placed in the mainstream do at least as well if not better than children of similar ability in special schools. Regular opportunities to learn, interact and play alongside typically developing peers gives children with Down syndrome the role models they will need to encourage them to develop age-appropriate behaviour and sustain relationships. Placement in a school within their local community will also provide the opportunity to make friends with children they will see outside school. While support may be required to facilitate learning, successful inclusion promotes independence. Although the demands of the curriculum may increase as the child gets older, they should progressively be more able to function as ordinary members of the school community, with help or support as and when needed. Inclusive education benefits not only the child with Down syndrome, but also leads to greater understanding and less prejudice in the local community and ultimately in society at large. Children in inclusive schools learn to become more tolerant and patient and to support each other. They also learn to value diversity and to appreciate that everyone has something to bring to the life of the school.
Learning profile of a person with Down syndrome Expand Generally speaking, children with Down syndrome develop more slowly than their peers, arriving at each stage of development at a later age and staying there for longer. Consequently, the gap between children with Down syndrome and their peers will widen with age. The degree of delay varies across developmental areas – motor, social, communication, cognition and self help. This is described as a specific learning profile associated with the condition – or a pattern of strengths and weaknesses. However children with Down syndrome will also vary as widely in their development and progress as typically developing children and each will have their own individual talents and aptitudes. It is important that this specific learning profile is recognised in order that the most appropriate strategies are used so that children with Down syndrome are able to develop their knowledge, learn new skills and be included into school as effectively as possible. This profile incorporates the following strengths and weaknesses:- Areas of strength: Strong visual awareness and visual learning skills. Ability to learn and use sign, gesture and visual support. Ability to learn and use the written word. Ability to learn from pictorial, concrete & practical materials. Keen to communicate and socialise with others. Tendency to model behaviour and attitudes from peers and adults. Structure & routine Factors that inhibit learning: Auditory and visual impairment. Delayed motor skills – fine and gross. Speech and language impairment. Short term and working memory weaknesses. Shorter concentration span. Difficulties with consolidation and retention. Difficulties with generalisation, thinking and reasoning. Sequencing difficulties. Avoidance strategies.
Convention on the Rights of Persons with Disabilities (CRPD) Expand The United Nations (UN) Convention on the Rights of Persons with Disabilities (CRPD) was adopted by the UN General Assembly on 13th December 2006 and came into force on 3rd May 2008. The purpose of the Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all people with disabilities, and to promote respect for their inherent dignity. The Convention was adopted as a response to the fact that although pre-existing human rights conventions offer considerable potential to promote and protect the rights of people with disabilities, this potential was not being tapped. People with disabilities continued being denied their human rights and were kept on the margins of society in all parts of the world. The Convention sets out the legal obligations on Member States to promote and protect the rights of people with disabilities. It was also a response to an overlooked development challenge; approximately 10% of the world’s population are people with disabilities (over 700 million persons), approximately 80% of whom live in developing countries. Principally the Convention recognises that people with disabilities have inherent rights, and that they are capable of claiming those rights and making decisions for their lives based on their free and informed consent as well as being active members of society. As of 11 September 2018, the Convention has 161 signatories and has been ratified by 177 countries. DSi has actively campaigned for and supported the UN Convention for a number of years and continues to do so. An easy-read version of the CRPD is available here: Easy-read UN convention on human rights
Education - preschool Expand Babies and very young children Education for babies and very young children does not have to mean any kind of formal setting or provision. For children this age, engaging them in activities and enabling them to take a full part in family life is often the best start. As a baby gets a little older, other more structured learning opportunities might be explored. In some countries, home learning services can provide visits from trained workers and work with parents/carers and their child on play based learning activities. Down syndrome organisations in countries may be able to offer information or advice and sometimes run developmental sessions for babies and young children. Early education age 2-5 There is wide variation in the legislation and facilities for the education of children with Down syndrome globally. Many now attend mainstream early years settings with their typically developing peers. This gives them the opportunity to develop social relationships and learn new skills in an inclusive environment. Some children with Down syndrome manage well within what the early years setting generally provides; others may need some one-to-one support. Staff should be working very closely with parents, as they know their child best. Where possible, it is helpful for the staff to get advice from other professionals such as a speech and language therapist or an educational psychologist. In some countries, an assessment of the educational needs of every child with learning difficulties is coordinated by local authorities leading to the creation of a document which outlines their specific needs and requirements. This document is formally reviewed annually and used throughout their years in education.
Education - primary Expand Education provision and facilities available for children with Down syndrome varies widely across the world. In some countries, most children with Down syndrome attend their local mainstream primary school along with brothers and sisters and other children from their community. Some parents of children with additional complex needs may prefer them to go to a special school. Whatever the decision made should be based on the needs and circumstances of the individual child and the education provision available. Before starting school, it is helpful to make a visit and meet the teachers and any support staff. Taking some photographs and getting information about timetable and routines to share and discuss can be helpful to make the transition more familiar. Extra support in school The vast majority of children with Down syndrome will need more help than is normally available from the school’s existing resources. In some countries, an assessment of the educational needs of every child with learning difficulties is coordinated by local authorities leading to the creation of a document which outlines their specific needs and requirements. This type of document is usually formally reviewed annually and used throughout the child's years in education. Children with Down syndrome will learn more slowly than other children, but also have a specific pattern of strengths and difficulties. This is known as the ‘learning profile’, of which the school should be informed. In many countries, schools have a duty to adapt the curriculum as necessary for children with special needs. This can mean having more help in the classroom, using more hands on visual teaching or providing simpler work within the same topic. Children with Down syndrome will generally benefit from speech and language therapy to help with their specific language difficulties. Where facilities allow, this can be provided by a speech and language therapist visiting the school to draw up a programme and train and advise school staff. Other individual direct therapy sessions may also be beneficial. All children have individual and different needs and there is no unique 'support package' that is right for all children with Down syndrome. Working with the school Parents/carers and school staff should work together to ensure that children with Down syndrome make the best possible progress and that any difficulties are ironed out at an early stage. This could be by scheduling regular meetings with the teacher and support staff, having a home-school book to share information or by having a conversation diary detailing something that the child enjoyed at that day to prompt conversation at home or at school.
Education - secondary Expand An increasing number of children with Down syndrome around the world are moving on to mainstream secondary schools. However this is also a time when some children move to a special school or a unit or resource base within mainstream. It is best to visit a range of provision, where this is available. It is useful to arrange visits to help children become familiar with the new environment. Some schools offer 'taster days'. It can help to get pictures of the school, a plan of the layout and if possible a timetable in advance. In secondary school your child will come across a much larger number of staff. A one page profile that is easy to share with more people might be helpful. You may also want to ask if the school has any kind of buddy system for new pupils. In secondary school children with Down syndrome should be aiming to develop more independence, for instance moving between lessons on their own. Extra support in school Children with Down syndrome will learn more slowly than other children, but also have a specific pattern of strengths and difficulties. This is known as the ‘learning profile’ of which every teacher involved should be aware. In mainstream secondary school it is possible that children with Down syndrome may have several support staff organised by subject area. In some schools there may be a specific learning support unit where pupils can receive targeted teaching in small groups. Many secondary schools set children by ability for some or all subjects. It can sometimes be beneficial for children with Down syndrome to be assigned to higher sets in order to have better role models of behaviour. Children with Down syndrome may not work at the same level as other children in the school. The school should have a duty to adapt the curriculum as necessary for children with special needs. This could mean using more hands on visual teaching or providing simpler work within the same topic. Whereas some young people with Down syndrome may be able to gain recognised qualifications, most will struggle with an academic curriculum. All young people however should have access to some form of accreditation. It is important to check early on with the school what courses they provide for students who are not able to take recognised qualifications. In a special school, it is likely that the environment will be smaller and less of a change from primary school. However there may still be different teachers for some lessons. Support is likely to be flexible for the whole class and not allocated to individual children. Special schools cater for children with a wide variety of needs and their experience of Down syndrome may vary, so it is still important for the school to have Down syndrome specific information. There should be frequent target setting throughout the year whatever the school setting. In some countries, an assessment of the educational needs of every child with learning difficulties is coordinated by local authorities leading to the creation of a document which outlines their specific needs and requirements. This type of document is usually formally reviewed annually and used throughout the child's years in education. Working with the school There is usually less contact with parents/carers in a secondary school than in a primary school. Pupils will probably have a school planner or homework diary and may need help from support staff to record homework or other messages. It can sometimes be possible for homework to be sent by email or be made available on the school’s website. Before starting school it is good to establish who will be the main contact with the school from the teaching and support staff.
Education - adult Expand In countries around the world where inclusion of primary aged children with Down syndrome is now commonplace, the expectation of many parents/carers and children is to continue inclusive education throughout their school and adult lives. For example, in the UK, an increasing number of secondary schools, and further education colleges, as well as employers, are now learning to make the necessary adjustments required to enable the inclusion of people of all abilities. Such education establishments are improving in the same way that primary schools did during the last 25 years in the UK. Given a little training in avoiding difficult or immature behaviour, engaging the young adult in meaningful activities and understanding the specific learning profile of individuals with Down syndrome, schools and colleges all over the country are making reasonable adjustments to the way that they work. Colleges have now been brought within the remit of legislation relating to special educational needs and disabilities and must do their best to ensure that students’ needs are met and must plan and deliver appropriate support. Importantly, students with Down syndrome and their teachers, teaching assistants and parents/carers have reported and demonstrated how good practice can benefit not only the inclusion of a young adult with Down syndrome but also impact positively on the whole community. Curriculum and assessment The curriculum for young adults with special educational needs or disabilities should include the opportunity to progress and to obtain a qualification or accreditation. It is important to check with the college what types of qualification could be available to suit the individual young person with Down syndrome.
Employment - human rights Expand Article 27 of the UN Convention on the Rights of Persons with Disabilities (CRPD) Inclusion of people with disabilities in the workplace, including people with Down syndrome or intellectual disabilities, is a human right enshrined in 2008 by Article 27 of the CRPD: ‘States Parties recognize the right of persons with disabilities to work, on an equal basis with others; this includes the right to the opportunity to gain a living by work freely chosen or accepted in a labour market and work environment that is open, inclusive and accessible to persons with disabilities.’ LEARN ABOUT CRPD
Annual report 2021-22 Expand You can download our full report at the Charity Commission for England and Wales website, simply click on the link below and then click "Accounts and annual returns", reporting year 31 March 2022: See annual report Or via direct download here: Report of Trustees 2022 (PDF)
Annual report 2020-21 Expand You can download our full report at the Charity Commission for England and Wales website, simply click on the link below and then click "Accounts and annual returns", reporting year 31 March 2021: See annual report Or via direct download here: Report of Trustees 2021 (PDF)
Annual report 2019-20 Expand You can download our full report at the Charity Commission for England and Wales website, simply click on the link below and then click "Accounts and annual returns", reporting year 31 March 2020: See annual report Or via direct download here: Report of Trustees 2020 (PDF)
Annual report 2018-19 Expand You can download our full report at the Charity Commission for England and Wales website, simply click on the link below and then click "Accounts and annual returns", reporting year 31 March 2019: See annual report Or via direct download here: Report of Trustees 2019 (PDF)
Annual report 2017-18 Expand Some of our 2017-18 highlights, we: progressed our review towards a new strategic plan; increased our staff/volunteer resources to deliver on and fundraise for our project based objectives; published new information and research abstracts within our website to make accurate information readily available and extended our section on outreach to focus attention on challenging situations in many countries; took forward our major international guidelines project, focusing on healthcare and education, with a process which will ensure international involvement and credibility and a good start made on specific guideline documents; played a key role supporting the hosts of WDSC 2018, both in an oversight and operational role, as well as laying the foundations for WDSC 2020 and 2022; participated in conferences and meetings and strengthened relationships with key partners at national, regional and international levels to ensure dissemination of accurate information about Down syndrome; funded and managed successful outreach programmes in Rwanda and Peru, provided training expertise for a programme in Turkey and increased our organisational capacity project output, working with 25 countries; developed our advisory group and committee structure to ensure full expert and stakeholder involvement in our work; increased our media output, in so doing bringing our network closer together; consolidated key relationships with the UN, IDA, IDDC, T21RS and other relevant organisations, to speak on behalf of the global Down syndrome community and ran our most successful WDSD campaign to date, with a globally adopted theme, widely seen video projects, successful events, awareness and merchandise initiatives. You can download our full report at the Charity Commission for England and Wales website, simply click on the link below and then click "Accounts and annual returns", reporting year 31 March 2018: See annual report
Annual report 2016-17 Expand Some of our 2016-17 highlights, we: began a review ahead of preparation for a new strategic plan; increased staff resources to deliver on and fundraise for project objectives; published new information and research abstracts on our website; to make accurate information readily available; took forward our major international guidelines project, focusing on healthcare and education, working towards a process ensuring international involvement and credibility; played a key role supporting the hosts of WDSC 2018 and moved to a biennial event, selecting hosts for WDSC 2020 and WDSC 2022; funded and managed successful outreach programmes in Rwanda and Peru and increased our organisational capacity project output, working with 25 countries and 1 region; developed our advisory group and committee structure to ensure full expert and stakeholder involvement in our work; consolidated key relationships with the UN, IDA, IDDC, T21RS and other relevant organisations, to speak on behalf of the global Down syndrome community and ran our most successful WDSD campaign to date, with a globally adopted theme, widely seen awareness initiatives and successful events (including the first at UN Geneva). You can download our full report at the Charity Commission for England and Wales website, simply click on the link below and then click "Accounts and annual returns", reporting year 31 March 2017: See annual report