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Because of the development of new health practices, mainly those related to prevention and early diagnosis, life expectancy of people with Down Syndrome (DS) in developed countries increased from 12 years in 1940 (Penrose, 1949) to 60 years nowadays (Bittles, 2004; Glasson, 2002). Different kinds of treatment and therapies, especially early stimulation, have contributed to the development and social performance of persons with DS (Moreira, 2000), so that she/he can experience new situations such as inclusion in regular schools. Diagnosing trisomy is not significant in the prognosis or determines strong more or less pronounced physical aspects. It does not establish higher or lower intellectual effectiveness, either. There is a consensus in the scientific community that there are no different levels of DS and that the developmental differences occur because of individual characteristics that stem from genetic inheritance, stimulation, education, environment, and clinical problems, which are all inter-related (Silva & Kleinhans, 2006). Children with DS can have difficulties adapting socially because of the delay in mental and motor development. Thus, family support and motivation are needed to help the development of stronger autonomy when performing daily life activities (Glat, 1995). Because the family can help those children to, or prevent them from integrating in life contexts, it is extremely important to educate and advise the family from diagnosis on in order to make them aware that the child will go through all stages inherent to development, which imply different needs, including professional help involving objectives and strategies that will consider not only the level of impairments, motor and language changes but also the child’s potential and skills to perform daily tasks and live in different community settings (Glat, 1995). Although children with DS present lower functional performance when compared to children with typical development, that difference does not remain consistent throughout their development because the child with DS, little by little, develops mobility skills that are gradually incorporated to his/her daily repertoire, affecting his/her independent performance in several daily activities (Mancini et al., 2003). In DS, sequential auditory memory problems somehow block attention and make it difficult to stay focused as long as necessary, which shows those subjects’ difficulty storing sequential information. Physical tiredness itself and brain synaptic communication prevents information from flowing properly, which is understood as lack or loss of attention

Imitation as an Element of Social Interaction of Children with Down Syndrome at School