Education Support Pack Mainst

Acknowledgements Written by: THE UK DOWN’S SYNDROME EDUCATION CONSORTIUM Sandy Alton: Advisory Teacher Down’s syndrome & Complex Medical Needs, Oxfordshire LEA and Teacher Advisor, Down’s Syndrome Association. Jane Beadman: Independent Educational Psychologist, on behalf of Devon Education Authority. Bob Black: Education Information Officer, Down’s Syndrome Association. Stephanie Lorenz: Independent Educational Psychologist & SEN Consultant, Downright Educational Services. Cecilie McKinnon: Curriculum Development Officer, Down’s Syndrome Scotland. Edited by Stephanie Lorenz and Eric Nicholas Acknowledgements and thanks to the following: Marston Middle School, Oxford, Oxfordshire Deddington School, Oxfordshire The Warriner School, Bloxham, Oxfordshire St Nicholas School, Abingdon, Oxfordshire Langdon School Learning Support (Pat Smith) Devon Portage North (Hazel Hobbs) Marldon C.P. School, Devon Anne Hutchinson, Hedgewood School, Hillingdon, London King Alfred’s School, Wantage, Oxfordshire West Oxford School, Oxford, Oxfordshire Cardinal Newman School, Oxford, Oxfordshire John Mason School, Abingdon, Oxfordshire Falmouth Community School, Lower School, Cornwall Gosford Hill School, Oxford, Oxfordshire Trish Davidson, CENMAC, London Carol Tudor, ICT Advisory teacher, Devon Judith Stansfield, SEN ICT Consultant Landkey C.P.S., Devon The following pupils: Oliver Faulkner Gergo Zakonyi Robert Cooke Sam Kahn James Darlison Rizwana Kahn Harry Todd Morwenna Black Acknowledgements Education Support Pack CONTENTS Unit 1: Introduction ................................................................................................ a) Down’s syndrome today............................................................................................. b) Some basic facts. ...................................................................................................... c) The aims of inclusion................................................................................................. d) Attitudes to disability. ................................................................................................. Unit 2: Effective Strategies for Inclusion a) Good inclusive practice. ............................................................................................ b) Creating an inclusive school...................................................................................... c) Classroom planning and IEPs. .................................................................................. d) Using support staff effectively.................................................................................... Unit 3: Developing Language Skills a) Language development in Down’s syndrome. .......................................................... b) Strategies to promote language. ............................................................................... c) Using sign to facilitate language development. ......................................................... d) Teaching reading to teach talking.............................................................................. Unit 4: Differentiating The Curriculum a) Why differentiate?...................................................................................................... b) Planning for differentiation......................................................................................... c) The learning profile of pupils with Down’s syndrome. ............................................... d) Modifying written worksheets. ................................................................................... Unit 5: Developing Literacy Skills a) Learning to read. ....................................................................................................... b) Teaching handwriting................................................................................................. c) Developing writing skills............................................................................................. d) Strategies for spelling................................................................................................ Unit 6: Acquiring Numeracy Skills a) Mathematical learning. .............................................................................................. b) The language of maths.............................................................................................. c) Difficulties associated with learning maths............................................................... d) Acquiring basic skills in maths................................................................................... Unit 7: Behaviour and Social Skills a) Causes of inappropriate behaviour............................................................................ b) Strategies for managing behavioural challenges. .................................................... c) Promoting social inclusion. ........................................................................................ d) Developing friendships .............................................................................................. Unit 8: Successful Transitions a) Starting school........................................................................................................... b) Moving from Infants to Juniors. ................................................................................. c) Transition from primary to secondary school............................................................. d) Moving from school into the wider world................................................................... Unit 9: Alternative Accreditation at Key Stage 4 a) Qualifications at the end of the Key Stage................................................................ b) Entry levels. ............................................................................................................... c) Other qualifications and awards ................................................................................ d) Useful addresses....................................................................................................... Unit 10: Computers as an Aid to Learning a) Computers and the curriculum. ................................................................................. b) Using ICT to promote learning. ................................................................................. c) Useful addresses of software suppliers..................................................................... d) Computers in school and children with Down’s syndrome........................................ e) Useful websites for further information...................................................................... Contents Unit 1: Introduction a) Down’s syndrome today •Each year, more children with Down’s syndrome than ever before are entering community playgroups and nurseries, attending their local mainstream school and joining in social activities with typically developing siblings and friends. •Each year more young adults with Down’s syndrome are living in the community, gaining qualifications and experiences and succeeding in a wide variety of ordinary jobs. •Given the chance to develop their self-help skills and independence, people with Down’s syndrome can respond positively to many of today’s challenges in mainstream schools, colleges of further education, employment and independent living. •While many will need some support to benefit from the opportunities on offer, the amount of help they need will vary greatly from one individual to another. •The important fact is that increasingly children and adults with Down’s syndrome are being recognised as people in their own right, able to participate in meaningful ways to the life of their communities. •This is a very different state of affairs from that which existed in the UK prior to 1970, when children with Down’s syndrome were considered ineducable and were often placed in institutions where they lived out their relatively short lives. • Expectations of these children were low and they received little in the way of support, stimulation or social experiences. As a consequence, they often failed to develop into confident individuals with the skills necessary to promote their inclusion in the wider community. Instead they stayed in their institutions separated from family and friends. •Over the last thirty years, research has increased our knowledge about the capabilities of people with Down’s syndrome. At the same time, significant advances in health care, early intervention and family support have vastly improved the quality of life for young people with Down’s syndrome and their families, with most parents opting to bring up their disabled child alongside typically developing siblings. •Major changes in education law have given children with Down’s syndrome the right to full time education. In the early days, most were placed in special schools. However, in recent years, a steadily increasing number are being educated in the mainstream. As a result, expectations of individuals with Down’s syndrome have increased, alongside greater acceptance by society at large. Unit 1 Unit 1: • Professor Sue Buckley sums up the situation thus: “Individuals with Down’s syndrome are people first, with the same rights and needs as everyone else. Their development is influenced by the quality of care, education and social experiences offered to them, just like all other people.” b) Some basic facts • Down’s syndrome is the most common identifiable cause

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