This study aims to: identify the motor development level of a child with Down Syndrome (DS) in the educational context, intervene with teaching strategies necessary to meet the needs of their development and assess progress in development after intervention. The method used was the case study in order to examine the phenomenon in its real context. The research participant was a three year old nursery school student with Down Syndrome from a medium sized city in the state of São Paulo. The procedure for data collection was conducted in three stages: pre-test, intervention and post-test. At the pre-test stage the Operational Portage was applied to assess the motor development area. After identifying the learning needs of student an action plan related to the school routine was developed and implemented. After the intervention phase, at the post-test phase, the inventory was again used to measure the progress in the student's development by comparing it to the pre-test. As a result it was found that the student had advanced in relation to the initial age group of one to two years to the age of two to three years in his development.
Special Education; Down syndrome; Early Childhood Education; Motor Development