All children need encouragement for the proper development of their motor skills, cognitive, emotional and adaptive. Children with DS are no exception, although the processes of perception and knowledge acquisition are somewhat different to the rest of the population: The visual abilities of children with DS are, for example, over the hearing, and ability understanding is superior to that of expression, so that their language is rare and occurs with a lag, although weaknesses outweigh the verbal with more developed skills in nonverbal language such as eye contact, social smile or the use of signs to be understand. The muscle weakness also determines differences in the development of the ability to walk, or fine motor skills. All these aspects must be considered in specific programs of early intervention (during the first six years of life) for encouraging maximum adaptive mechanisms and learning more appropriate. Trying to teach reading to a child with DS using conventional methods, for example, can become very difficult, if not taken into account his superior eyesight. Today there are graphical methods (from cards, or chips, which combine image and word) that are achieving results well above the classical chains of letters in these children. Besides the goal of these programs is not only the acquisition skills, but these are reached much earlier, allowing continuing education programs that integrate fully to the person with DS in a normal environment.