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Many more children with Down’s syndrome (DS) are now than for typically developing children, arriving at each
entering mainstream schools. This is the result of several stage slightly later and staying there longer. This simply
factors. The 1981 and 1993 Education Acts encouraged means the gap in development between children with DS
local education authorities to integrate pupils with special and typically developing peers widens with time.
needs into mainstream schools if the parents so wished. In
addition, increasing amounts of research have been published It is also not true that all people with DS are alike in their
enhancing knowledge about the capabilities and potential development. There seems, in fact to be an even wider
of children with DS. Parental awareness of the value and range of development in children with DS than found in
the benefits of inclusion has grown and more parents now their typically developing peers.
wish their child to attend their local mainstream school
with their siblings and friends.
Inclusion
However, this change has implications for schools in
understanding the learning profile typical of children with Every child with DS in mainstream school should be able to
DS, thus paving the way to successful inclusion. As advisory participate in some activities unsupported or with minimal
teacher for children with DS in Oxfordshire, my job is to support. However, much of the curriculum will need to be
support the child, the teacher, the learning support assistant adapted or modified to ensure that the child understands and
(LSA) and the parents to help all placements for children achieves. This means that the child will need some support –
with DS succeed and to ensure that they can access the usually from an LSA. However, it is important to guard
curriculum, learn, progress and develop. against overdependence by encouraging independence skills.
Differentiation strategies
Specific learning profile
• Ensure that the child is not ignoring you, rather than
It is important that teachers recognise that children with DS unable to hear well on any particular day. Their hearing
are not just generally delayed but have a specific learning can fluctuate daily.
profile with characteristic strengths and weaknesses. These • Place the child at the front of the class.
have, of course, major educational implications, and need • Speak directly to the child.
to be catered for in order for them to learn and progress. • Reinforce speech with facial expressions, sign and gesture.
In mathematics, many children with DS have serious • Provide structure, routine and focus.
difficulty, since it involves abstract concepts, processes and • Allow extra time to learn the structure and routine.
language. In addition, they are less likely to develop concepts • Use other children in the class as role models.
from exploratory play and loosely structured sessions. • Provide clear, visual instructions to understand the
However, development seems to follow the same stages as structure of the day. All ages have been found to benefit
that of their peers. from a clear, visual timetable, using the printed word,
pictures, signs or photographs. For smaller children,
where a choice of activities is offered, limit these to two
Differentiation strategies or three to encourage decision-making. Keep the
timetable simple, clear and not too busy.
• Use concrete and practical materials. • Provide older children with a clear, visual map if they
• Reinforce all number work visually have to transport themselves from place to place. Colour
• Offer repetition, reinforcement and variety in small steps. code rooms, with dots put on particular doors.
References
Correspondence
BUCKLEY, S. (1985) Attaining basic educational skills: Reading, writing Sandy Alton
and number. In D. Lane and D. Stratford (eds), Current Approaches to
Down’s Syndrome. London: Cassell.
Centre for the Study of Special Education
BUCKLEY, S. and BIRD, G. (1993) Teaching children with Down’s Westminster College
syndrome to read. Down Syndrome Research and Practice, 1.1, 34–9. Oxford OX2 9AT