Down syndrome (DS) is an unavoidable chromosomal disorder characterized by excessive genetic material that hinders a child's continued growth progression that involves physical and intellectual. In the majority of cases, DS is caused by trisomy 21, a chromosomal abnormality in which there are three copies of chromosome 21 in each cell, instead of the normal two. Generally, Down syndrome is not hereditary since it is caused by an error in the process of cell division during the formation of the reproductive cells of one parent. There is evidence that mothers over thirty-five are more likely to have a child with DS. The prevalence of DS in Canada is approximately 1 in 800 live births. It is often diagnosed in early childhood by examining specific features related to the baby's appearance, such as hypotonia (low muscle tone), the crease of the palm, the slightly flattened profile of the face, the eyes tilted upwards, the small mouth and the protruding tongue. (HudsonAlpha, 2012) However, prenatal screening and blood tests can also determine whether the baby is at later risk of developing DM for early prognosis and intervention. Cognitive deficits such as intellectual disabilities are redundant in DS. The degree of intellectual disability ranges from normal to severe, and approximately 80% of people with DS have some type of intellectual disability. (Roberts et al., 2007) Children with Down syndrome are more prone to frequent ear infections, leading to decreased hearing abilities and delayed language acquisition, as in normal children. According to Chapman et al., (2000), hearing loss appears to be a chronic problem amidst papers that can help them have a mundane life. The key to improving language difficulties in people with DS lies in early intervention which can provide many opportunities for an optimistic future. Advances in healthcare and science today have positively impacted the world and contributed positively to the lives of people with DS. Their life expectancy, as we know it today, has increased considerably compared to the past. It is evident that the process of learning language for people with DS is long-term and intensifies with the help of special education, occupational therapy, speech therapy and physiotherapy. We need to encourage more research into different areas of language development, such as; phonology, syntax, semantics and pragmatics to new heights, and continue to discover more effective ways that can benefit people with DS.