Inclusive education Expand Since 2006, 161 countries around the world have signed up to the United Nations Convention on the Rights of Persons with Disabilities and are embracing the criteria listed in Article 24 (Education) which recognises the 'right of persons with disabilities to education' and to 'ensure an inclusive education system at all levels and lifelong learning'. With such changes in education law, it is gradually becoming more commonplace for children with Down syndrome around the world to attend community playgroups and nurseries, local mainstream schools and to join in social activities with typically developing siblings and friends. In addition, more young adults with Down syndrome are gaining qualifications and experiences and thereby succeeding in a wide variety of ordinary jobs. The vast majority of children with Down syndrome will benefit from placement in a local mainstream school, receiving their education alongside typically developing peers of their own age. Research indicates that children with Down syndrome placed in the mainstream do at least as well if not better than children of similar ability in special schools. Regular opportunities to learn, interact and play alongside typically developing peers gives children with Down syndrome the role models they will need to encourage them to develop age-appropriate behaviour and sustain relationships. Placement in a school within their local community will also provide the opportunity to make friends with children they will see outside school. While support may be required to facilitate learning, successful inclusion promotes independence. Although the demands of the curriculum may increase as the child gets older, they should progressively be more able to function as ordinary members of the school community, with help or support as and when needed. Inclusive education benefits not only the child with Down syndrome, but also leads to greater understanding and less prejudice in the local community and ultimately in society at large. Children in inclusive schools learn to become more tolerant and patient and to support each other. They also learn to value diversity and to appreciate that everyone has something to bring to the life of the school.
Learning profile of a person with Down syndrome Expand Generally speaking, children with Down syndrome develop more slowly than their peers, arriving at each stage of development at a later age and staying there for longer. Consequently, the gap between children with Down syndrome and their peers will widen with age. The degree of delay varies across developmental areas – motor, social, communication, cognition and self help. 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 and each will have their own individual talents and aptitudes. It is important that this specific learning profile is recognised in order that the most appropriate strategies are used so that children with Down syndrome are able to develop their knowledge, learn new skills and be included into school as effectively as possible. This profile incorporates the following strengths and weaknesses:- 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.
Education - preschool Expand Babies and very young children Education for babies and very young children does not have to mean any kind of formal setting or provision. For children this age, engaging them in activities and enabling them to take a full part in family life is often the best start. As a baby gets a little older, other more structured learning opportunities might be explored. In some countries, home learning services can provide visits from trained workers and work with parents/carers and their child on play based learning activities. Down syndrome organisations in countries may be able to offer information or advice and sometimes run developmental sessions for babies and young children. Early education age 2-5 There is wide variation in the legislation and facilities for the education of children with Down syndrome globally. Many now attend mainstream early years settings with their typically developing peers. This gives them the opportunity to develop social relationships and learn new skills in an inclusive environment. Some children with Down syndrome manage well within what the early years setting generally provides; others may need some one-to-one support. Staff should be working very closely with parents, as they know their child best. Where possible, it is helpful for the staff to get advice from other professionals such as a speech and language therapist or an educational psychologist. In some countries, an assessment of the educational needs of every child with learning difficulties is coordinated by local authorities leading to the creation of a document which outlines their specific needs and requirements. This document is formally reviewed annually and used throughout their years in education.
Education - primary Expand Education provision and facilities available for children with Down syndrome varies widely across the world. In some countries, most children with Down syndrome attend their local mainstream primary school along with brothers and sisters and other children from their community. Some parents of children with additional complex needs may prefer them to go to a special school. Whatever the decision made should be based on the needs and circumstances of the individual child and the education provision available. Before starting school, it is helpful to make a visit and meet the teachers and any support staff. Taking some photographs and getting information about timetable and routines to share and discuss can be helpful to make the transition more familiar. Extra support in school The vast majority of children with Down syndrome will need more help than is normally available from the school’s existing resources. In some countries, an assessment of the educational needs of every child with learning difficulties is coordinated by local authorities leading to the creation of a document which outlines their specific needs and requirements. This type of document is usually formally reviewed annually and used throughout the child's years in education. Children with Down syndrome will learn more slowly than other children, but also have a specific pattern of strengths and difficulties. This is known as the ‘learning profile’, of which the school should be informed. 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. Where facilities allow, this can be provided by a speech and language therapist visiting the school to draw up a programme and train and advise school staff. Other individual direct therapy sessions may also be beneficial. All children have individual and different needs and there is no unique 'support package' that is right for all children with Down syndrome. Working with the school Parents/carers and school staff should work together to ensure that children with Down syndrome make the best possible progress and that any difficulties are ironed out at an early stage. This could be by scheduling regular meetings with the teacher and support staff, having a home-school book to share information or by having a conversation diary detailing something that the child enjoyed at that day to prompt conversation at home or at school.
Education - secondary Expand An increasing number of children with Down syndrome around the world are moving on to mainstream secondary schools. However this is also a time when some children move to a special school or a unit or resource base within mainstream. It is best to visit a range of provision, where this is available. It is useful to arrange visits to help children become familiar with the new environment. Some schools offer 'taster days'. It can help to get pictures of the school, a plan of the layout and if possible a timetable in advance. In secondary school your child will come across a much larger number of staff. A one page profile that is easy to share with more people might be helpful. You may also want to ask if the school has any kind of buddy system for new pupils. In secondary school children with Down syndrome should be aiming to develop more independence, for instance moving between lessons on their own. Extra support in school Children with Down syndrome will learn more slowly than other children, but also have a specific pattern of strengths and difficulties. This is known as the ‘learning profile’ of which every teacher involved should be aware. In mainstream secondary school it is possible that children with Down syndrome may have several support staff organised by subject area. In some schools there may be a specific learning support unit where pupils can receive targeted teaching in small groups. Many secondary schools set children by ability for some or all subjects. It can sometimes be beneficial for children with Down syndrome to be assigned to higher sets in order to have better role models of behaviour. Children with Down syndrome may not work at the same level as other children in the school. The school should have a duty to adapt the curriculum as necessary for children with special needs. This could mean using more hands on visual teaching or providing simpler work within the same topic. Whereas some young people with Down syndrome may be able to gain recognised qualifications, most will struggle with an academic curriculum. All young people however should have access to some form of accreditation. It is important to check early on with the school what courses they provide for students who are not able to take recognised qualifications. In a special school, it is likely that the environment will be smaller and less of a change from primary school. However there may still be different teachers for some lessons. Support is likely to be flexible for the whole class and not allocated to individual children. Special schools cater for children with a wide variety of needs and their experience of Down syndrome may vary, so it is still important for the school to have Down syndrome specific information. There should be frequent target setting throughout the year whatever the school setting. In some countries, an assessment of the educational needs of every child with learning difficulties is coordinated by local authorities leading to the creation of a document which outlines their specific needs and requirements. This type of document is usually formally reviewed annually and used throughout the child's years in education. Working with the school There is usually less contact with parents/carers in a secondary school than in a primary school. Pupils will probably have a school planner or homework diary and may need help from support staff to record homework or other messages. It can sometimes be possible for homework to be sent by email or be made available on the school’s website. Before starting school it is good to establish who will be the main contact with the school from the teaching and support staff.
Education - adult Expand In countries around the world where inclusion of primary aged children with Down syndrome is now commonplace, the expectation of many parents/carers and children is to continue inclusive education throughout their school and adult lives. For example, in the UK, an increasing number of secondary schools, and further education colleges, as well as employers, are now learning to make the necessary adjustments required to enable the inclusion of people of all abilities. Such education establishments are improving in the same way that primary schools did during the last 25 years in the UK. Given a little training in avoiding difficult or immature behaviour, engaging the young adult in meaningful activities and understanding the specific learning profile of individuals with Down syndrome, schools and colleges all over the country are making reasonable adjustments to the way that they work. Colleges have now been brought within the remit of legislation relating to special educational needs and disabilities and must do their best to ensure that students’ needs are met and must plan and deliver appropriate support. Importantly, students with Down syndrome and their teachers, teaching assistants and parents/carers have reported and demonstrated how good practice can benefit not only the inclusion of a young adult with Down syndrome but also impact positively on the whole community. Curriculum and assessment The curriculum for young adults with special educational needs or disabilities should include the opportunity to progress and to obtain a qualification or accreditation. It is important to check with the college what types of qualification could be available to suit the individual young person with Down syndrome.
International Guidelines for the Education of Learners with Down Syndrome Expand DSi has published International Guidelines for the Education of Learners with Down Syndrome. The guidelines have been developed to improve the availability and quality of education for people with Down syndrome around the world and to contribute to the realisation of their right to an inclusive education and lifelong learning as outlined in Article 24 of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). Learn more