Education

Inclusive education.

In the past, children with Down syndrome were often excluded from mainstream schools and social activities.

But now, children with Down syndrome are more likely to attend playgroups, nurseries, and mainstream schools with typically developing children.

They are also more likely to participate in social activities with their siblings and friends.

In addition, more young adults with Down syndrome are gaining qualifications and finding jobs in a variety of fields.

Research has shown that children with Down syndrome who are placed in mainstream schools do just as well, if not better, than children of similar ability who are placed in special schools. This is because they have the opportunity to learn from their typically developing peers and to develop age-appropriate social skills.

Mainstream schools in the local community give children with Down syndrome the opportunity to make friends with children they will see outside of school.

Children with Down syndrome may need some support to learn, but being included in mainstream school helps them become more independent.

As they get older, the schoolwork may get more difficult, but they should be able to function like other students in the school community with help when they need it.

When children with Down syndrome are included in mainstream schools, they have the opportunity to learn and grow alongside their typically developing peers. This helps to break down stereotypes and prejudices about people with Down syndrome, and it teaches all students about the importance of diversity and inclusion.

Inclusive education can help to create a more tolerant and patient school community. When children learn to interact with and support each other, they develop important social skills that will benefit them throughout their lives. They also learn to value diversity and to appreciate that everyone has something to offer.

Learning profile of a person with Down syndrome.

Children with Down syndrome typically develop more slowly than their peers.

They reach each stage of development at a later age and stay there for longer.

This means that the gap between children with Down syndrome and their peers will widen with age.

The degree of delay varies across developmental areas, such as motor skills, social skills, communication skills, cognitive skills, and self-help skills.

This is described as a specific learning profile associated with the condition, or a pattern of strengths and weaknesses.

However, children with Down syndrome will also vary as widely in their development and progress as typically developing children.

Each child will have their own individual talents and aptitudes.

It is important to recognise that children with Down syndrome learn differently than their peers.

This means that they need different strategies to help them learn and grow.

By recognising their specific learning profile, we can use the most appropriate strategies to help them develop their knowledge, learn new skills, and be included in school as effectively as possible.

Areas of strength:

Strong visual awareness and visual learning skills.
Ability to learn and use sign, gesture and visual support.
Ability to learn and use the written word.
Ability to learn from pictorial, concrete & practical materials.
Keen to communicate and socialise with others.
Tendency to model behaviour and attitudes from peers and adults.
Structure & routine.

Factors that inhibit learning:

Auditory and visual impairment.
Delayed motor skills – fine and gross.
Speech and language impairment.
Short-term and working memory weaknesses.
Shorter concentration span.
Difficulties with consolidation and retention.
Difficulties with generalisation, thinking, and reasoning.
Sequencing difficulties.
Avoidance strategies.

Extra support in school.

Most children with Down syndrome will need more help than what is typically available from the school’s existing resources.

In some countries, local authorities coordinate the assessment of the educational needs of every child with learning difficulties. This assessment leads to the creation of a document that outlines their specific needs and requirements.

In many countries, schools have a duty to adapt the curriculum as necessary for children with special needs. This can mean having more help in the classroom, using more hands-on visual teaching, or providing simpler work within the same topic.

Children with Down syndrome will generally benefit from speech and language therapy to help with their specific language difficulties.

All children have individual and different needs, so there is no one-size-fits-all “support package” that is right for all children with Down syndrome.