Sharing Student Projects

In this summary of my poster I will discuss methods of including children with Down syndrome in the classroom, highlighting both the strengths they bring and challenges they may face and effective strategies that can be implemented. I will explore the importance of providing access to an age appropriate curriculum and the impact this has on children with Down syndrome. My focus on the inclusion of pupils with Down syndrome is due to my own strong personal understanding of Down syndrome and my experience of working with primary school pupils with Down syndrome. Cleveland Clinic (2023) define Down Syndrome as being a genetic condition where a person is born with an extra chromosome. This can affect how their brain and body develop. People diagnosed with Down syndrome have happy and healthy lives with supportive care. Similar to the definition provided on my poster, I have found that the majority of definitions I came across were consistent differing only on their tone, sometimes reflecting the authors assumptions or opinions about Down syndrome and a persons abilities because of it.

I intend for the poster to stress the importance that people should not assume that a child with Down syndrome is incapable of learning in a mainstream classroom along with their peers. Children with Down syndrome may face barriers in the classroom but with the right support and opportunities, they will succeed.

With this being said inclsuion of a child with Down syndrome goes beyond physical presence in the classroom with a one-to-one teaching assistant (TA), solely working on individual tasks. Teachers should provide children with Down syndrome with a level of education to the same standard that any other child in the class would receive. Equipping them to overcome any challenges they may encounter. Fox, Farrell and Davis (2004) carried out a study on effective inclusion of primary aged pupils with Down syndrome, they found that inclusion is more likely to be successful when the class teacher takes a central role in the management of support and the organisation of a child’s daily educational experiences, this a vital point. TA’s play a significant role in inclusion however it is the teacher who is qualified and therefore responsible to plan for and implement strategies appropriate for inclusion.

If TA support is provided as a constant one to one basis, this will restrict opportunities for the child (Alton, 2021). I have seen first hand the results of a TA remaining attached to a child with Down Syndrome throughout the school day, while well intended the child became reliant on this constant support and was reluctant to undertake independent tasks that required them to use their own problem solving skills and even interacting with peers. One to one support unintentionally creates a dependency on the adult.

One of the most prevalent challenges that children with Down syndrome face is difficulties in producing accurate speech. Pettinato and Verhoeven ( 2009) suggest that language impairment is an inherent characteristic of Down syndrome independent of the learning difficulties associated with the syndrome. This contrasts with the statement in my poster from Burgoyne, Buckley and Baxter (2021) reporting that speech difficulties are related to age and to vocabulary and reading skills. While I acknowledge Pettinato and Verhoeven’s (2009) statement that language difficulties are not influenced by developmental and educational factors, I also recognise the importance of teachers actively working to overcome difficulties in speech production. Speech difficulties can be incredibly debilitating for some children, they often result in frustration and social isolation.

Oral communication can be encouraged through reading with the child. Reading makes language visual and conflictingly is often an area where children with Down syndrome exceed expectations, it is a skill that can be consistently developed to a practical level (Alton, 2021). This strength can be leveraged to promote accurate speech production, reading with the child and providing them with prompts has been proven to result in gains in language development (Burgoyne & Cain, 2020.) I recognise that some people are hesitant to interpret what pupils with Down syndrome who have speech difficulties are communicating in concern they will misunderstand. It is important to be patient and take time to listen. The more you engage with the child, your ear will adjust to their way of speaking enabling you to provide more effective support.

The National Curriculum states that “Teachers should set high expectations for every pupil.” (Department For Education, 2013). This includes children with Special Educational Needs (SEN) and children with Down syndrome. Teachers should recognise pupils with Down syndrome’s strengths and encourage the child to develop these further, setting them challenging tasks across the curriculum. Studies indicate that teachers perceptions of children with Down syndrome have a significant impact on the child’s success (Bills & Mills, 2020). Connecting this back to my poster it further expands on my point of importance in fostering a growth mindset in pupils with Down syndrome, like any child they will thrive in a classroom where they feel they belong and their strengths acknowledged."

I have addressed the importance of including children with Down syndrome in the primary classroom. I have recognized their strengths and strategies in supporting them to achieve their goals. At the same time I have addressed common challenges children with Down syndrome may experience and effective strategies to ensure the children can access an age appropriate curriculum. I have explored the concept of an inclusive education in a more general sense, drawing on relevant literature and information from the taught course to examine different perspectives. By taking these viewpoints into account I have been able to relate my own experiences and deepen my understanding of what an inclusive education truly is. An environment where all pupils are valued and supported to reach their potential regardless of their background, race or ability. A key takeaway for my professional development is the notion from Adderley et al. (2015) inclusion is a dynamic process and not a static position, combining this point with the literature reviewed I understand that creating an inclusive classroom is a continuous process that requires constant effort, I will trial various strategies including those I have discussed and seen used effectively, while acknowledging that these may not work for all pupils. This assignment has reinforced the imporance of individualised approaches. I am aware that it is I, the teacher, who is responsible for ensuring that my classroom is an inclusive environment, recognizing the level of needs, race, background, sex, and SEMH of all students and fostering an atmosphere of acceptance and respect among the class. This is an essential step in ensuring the pupils succeed academically, socially and emotionally.