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Gillian Bird, Professor Sue Buckley OBE , y Down Syndrome Education International
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Inclusion study y
Compared achievements of all teenagers with Down syndrome in 1987 and in 2000 in one county In 1987 all in special education classrooms (Severe LD) In 1999 about one-third full inclusion from 5 yrs Compared special class (SLD & MLD) and full inclusion outcomes with carefully matched groups except for students in special schools on average 2 years older One area of Hampshire county included children from 1988, earlier than the rest of the county and adapted the teaching to address their needs dd h i d No difference in ability or social background at 5
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80
60
40
20
Mainstream M i t
Domestic Community
Special school S i l h l
Personal
N significant No i ifi differences on daily living skills Even though special schools may say they make these a priority rather than academics Measure is Vineland Adaptive Behaviour Scale S l
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80
60
40
20
Mainstream
Interpersonal relationships
Special school
Play and leisure time Social coping skills
S Special school group i l h l are 2 years older on average Interpersonal relationships, the over 17 age group only produce difference more special friends, boyfriends, girlfriends reported by special school students
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60 50 40 30 20 10 0
Behaviour better in mainstream settings 10% with significant levels of behaviour difficulties in mainstream versus 30% in special schools i l h l
Mainstream
Insignificant Moderate
Special school
Significant
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80
60
40
20
Mainstream
Receptive language Expressive language
Special school
Reading and writing
Very significant gains in literacy (mean gain 3.3yrs) and expressive language p g g (mean gain 2.5 yrs) in mainstream education Children fully included in mainstream classrooms Access the same curriculum with individual targets and in-class support Both groups had same range of abilities and social backgrounds at start of school
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Hampshire teenage surveys in 1999/2000 Reading skills (% in each group achieving skill)
Reads over 50 words Can read sentences Can read simple stories aloud Read books at year 2 level (6/7y) Read books at year 4 level (8/9y) y ( / y) Knows all letters of alphabet Reads on own initiative Can read for pleasure Mainstream 94 100 94 94 65 94 82 78 Special 30 57 32 23 9 36 27 35
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Hampshire teenage survey 1999/2000 Number skills (% in each group achieving skill)
Can recite numbers 0 to 50 Can recite numbers 0 to 100 Can count up to 20 objects Can count more than 20 objects Can complete simple addition (to 10) Can complete simple subtraction (to 10) p p ( ) Can complete simple multiplication (to 10) Can complete simple division (to 10) Understands tens and units Understands hundreds, tens, units Mainstream 50 33 94 33 100 77 27 16 50 6 Special 26 13 52 17 60 43 4 4 17 4
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Typical profile associated with Down syndrome (see Robin Chapman, Chapman Robert Hodapp & Deborah Fidler) Hodapp,
Weaknesses Hearing and Vision Motor Skills Speech and Language Information processing Non-Verbal Mental Age Strengths Social understanding, empathy, social skills Self help and daily living skills Visual short-term memory
60
40
20 0
Mainstream
Daily living D il li i Communication C i ti
Special school
Socialisation S i li ti
The mainstreamed children are in a much richer spoken language world l ld The mainstreamed children receive more lit i literacy instruction The mainstreamed children have a much higher involvement in supported pp literacy as they are in all lessons
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How do we include children with Down syndrome Portsmouth s ndrome in Portsmo th and in UK?
Full inclusion in the local mainstream school Full inclusion in an age appropriate class In class support from teaching assistant (TA) 15 to 30 hours according to need Accessing the same curriculum differentiated for each learner Adapted teaching methods visual learner, language delayed, sensory impairments, motor needs Move up each year with class
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Including children with Down syndrome Outreach support from Trust psychologists one visit each term A i t Assistance as needed for behaviour or for access to d df b h i f t curriculum Training for staff teachers and assistants g p Regular liaison with parents and school team Support for use of IT educational software for support across the curriculum Commitment to childs right to be a child first
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Karen, junior school Special Educational Needs Co-ordinator (Senco) (ages 7-11) Co ordinator 7 11)
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Sarah (student in grade 9, age 13-14), Bea (LSA/TA) and Annette (SENCo)
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FLEXIBILITY NEEDED
No we always/only do it this way! we way! A range of teaching methods team teaching, small groups, peer tutoring, working with teaching assistants Flexible and planned use of resources people, space, materials, i f l t i l information ti Training for staff at all levels g Time management for planning, meetings
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PARENT INVOLVEMENT
Partnership with parents based on mutual respect is essential to success and to maximising this pupils learning and social opportunities Parents are usually experts on their childs disability and have played a major part in early education programmes as teacher. They can continue to support teaching aims and help their young person consolidate and generalise l ld d l learning out of school f h l
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PARENT INVOLVEMENT
Communication with parents must be professional and positive - recognise that parent anxiety may b hi h especially if school i be high i ll h l has little experience of inclusion Parents need to recognise that teacher anxiety will also be high and teacher time limited Home school diary to share, support each other and to celebrate (positive and p professional - not a bad news book!) )
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Rachel, Finlays TA , y
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COMMUNITY INVOLVEMENT
If a teenager is to be included in community life and have a social life out of school other parents need to be involved and circles of friends can be planned with parents and other teenagers to ensure a social life during holidays, evenings and weekends holidays Friends with disabilities are important and this may need to be planned for when a teenager is included hen incl ded in mainstream school by setting up clubs, informal social events etc to give them the chance to meet etc. others with similar disabilities
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MEASURING PROGRESS
IEP targets National curriculum levels of attainment Literacy and numeracy skills Language learning -specific words targeted from curriculum areas specific -cross curricular skills -progress on speech and language therapy goals progress Social development, friendships, increasing independence with age behaviour management plan behaviour change age, plan, plan
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Planning systems g y
Likely to vary between schools Likely to vary according to the needs of pupils, teachers and parents Recommend arranging a structure (this may not always be needed but can be in place) e.g. weekly, half termly, termly meetings Set dates for IEP meeting each term with parents and staff Provide a system of support for LSAs weekly meetings?
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Individualised learning g
Too much individualised teaching in a 1:1 setting can: -reduce exposure to age appropriate models of d t i t d l f behaviour/language and opportunities for pupil to pupil i t il interaction ti -lead to social exclusion, feeling different -make it difficult for staff (teacher may find it difficult to carry on teaching the class, or may feel out of y g y control, LSA may feel overly responsible) may -may be too demanding for pupil and assistant
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Pace
Too slow a pace may lead to: boredom, frustration, fatigue, lack of motivation, behaviour problems Improve pace by: Reminding pupil about next activity Changing activities regularly Have something ready if you finish earlier that expected Use the pupils cues to know when to finish or change Allow the pupil to make choices Allow breaks and reward success with special activities
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Examples of strategies that help Z - Math (student (st dent in grade 8 age 12 13) 8, 12-13)
Use math stories for addition and subtraction problems e.g. stories eg favourite film and TV characters or classmates names Use menus and shops to encourage addition of money shops Z responds to prompts of hand to help him remember clock times up for oclock, down for half past p p Varying activities throughout lesson to maintain concentration Give Z a choice of what happens in lesson e.g. clock work or money? Repetition of all concepts learned
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Drawings to hold attention while listening during d ring teacher presentation (grade 3)
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Good use of colour to help to see the different categories Note the use of craft scissors improves presentation for a student who is developing their cutting skills
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Participation (grade 6) p (g )
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Storyboard (grade 6) y (g )
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Learning about the orchestra matching, selecting, selecting listening and showing cards sho ing
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Examples p
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Drawing g
grade 8 g
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Revision records
grade 3
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The front cover Food tech project grade 11 ( d (age 15-16) 15 16)
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Design brief g
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Results
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to enable access to the curriculum through differentiation, to enable children to contribute their views and express bl hild ib h i i d themselves (Talking mats, voice of the child).
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Letters
To learn letter sounds and letter names, to support sound discrimination learning about phonics g p to support a range of speech, language and memory activities. Two sets of letters are advisable, for matching games, for making words from letters and practising spelling.
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Written sentences
In school record books books, personal books, published books, on paper, in sentence, on whiteboard, on the computer paper sentence whiteboard to support learning of new vocabulary and grammar for annotating pictures, describing activities, pictures activities support remembering and revision,
speaking practice, to help develop communication skills, to teach reading and writing, to support verbal participation in whole class activities.
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Computer, ICT p ,
For supporting learning and practice in all areas of the curriculum, especially good for independent work, for sourcing pictures from the internet, managing personal photographs (from a digital camera), online games and activities, as a reward activity, activity for research for curriculum subjects, and to develop applied ICT skills. skills Many people with Down syndrome become skilled users of ICT.
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Math
Sets of numeral cards, cards written words for numbers, number lines and squares, squares resources that help to develop understanding of the number system through visual representation, for example, Numicon and Stern, with activity cards and g guidance and other practical equipment.
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INFORMATION RESOURCES
See Whole School Inclusion book in DSii (out in next 3 months) Ed Education for children with D ti f hild ith Down syndrome b k in d book i Dsii series DVD on Primary Inclusion y For more information see Down Syndrome Issues and Information published by Downsed International at www.downsed.org or contact office on Tel +44 g (0) 23 9285 5330, Fax +44 (0) 9285 5320, e mail enquiries@downsed.org
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