School
- To improve the muscle tone of children who often experience low tone, it is important that the child’s feet are placed firmly on the ground (or a footrest). In an ideal situation, each chair would be fitted to the child so that hips, knees and ankles are in a reflex inhibiting posture (i.e. each at approximately 90°). In some schools these are colour coded for height, with a corresponding height chart on the wall so that teachers and students know the right size chair for them by colour. Alternatively, if there is not funding for new chairs and desks, foot-stools can be easily made from wooden boxes and placed under the chairs so that reflex inhibiting posture can still be achieved.
- In the craft room, many of the students were doing fine motor tasks (beading etc). For fine motor work, it is important to have bright task-lighting to enable good postures to be maintained. Normal room lighting, while acceptable for most tasks, can be a problem and can lead to poor posture.
- During the visit to the LDSA centre it was observed that many of the children were seated in standard school desks. In some cases these chairs and desks suited the children however there were some cases where the chair was too big for the child. This resulted in the child’s legs and feet being placed in an unsuitable position (e.g. swinging freely).
- Use of appropriate tools to assist the learning of students with Down syndrome in the classroom.
- The application of resources which assist students achieve the correct answer and allow them to progress onto the next stage of learning is an appropriate use of resources (e.g. calculator) for students with special needs.
- The LDSA is advised to address the current rules in Libya which prohibits the use of these tools in the classroom.
Individualised Education Plans
- LDSA is encouraged to liaise with the Education Department in order to mandate the provision of Individualised Education Plans for all students with special needs. This model ensures that the achievements of all students are measured and recorded in each developmental area. These plans form a document which can be monitored by parents and teachers and visiting professionals. It is updated on a term basis and over a period of time demonstrates the progress the student has made in each learning area. It is adapted to each individual and is a positive document which ensures that it addresses the students' particular disability and also the support needs required to achieve the student's nominated goals.
- Movement by the Education Department towards this model will ensure that Libya is using the model used in most developed countries. A template for developing an IEP has been given to LDSA and the use of it outlined during the workshop.
