The Keys to Successful Inclusion in R l Ed i ClRegular Education Classrooms

Gillian Bird, Professor Sue Buckley OBE , yDown Syndrome Education International

www.downsed.orgDown Syndrome Education International

Support Down syndrome researchpp y

Information and advice providedInformation and advice providedInformation and advice provided Information and advice provided by Down Syndrome Education by Down Syndrome Education International builds on 30 years ofInternational builds on 30 years ofInternational builds on 30 years of International builds on 30 years of research examining how to meet research examining how to meet the learning needs of people with the learning needs of people with g p pg p pDown syndrome.Down syndrome.

Over 70% of this work isOver 70% of this work isOver 70% of this work is Over 70% of this work is funded by voluntary donations.funded by voluntary donations.

To support research thatTo support research that delivers results today visitdelivers results today visit: : www.downsed.org/givingwww.downsed.org/giving

www.downsed.org

Inclusion studyy

• Compared achievements of all teenagers with DownCompared 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 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 inclusionCompared 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

dd h i dto address their needs• No difference in ability or social background at 5

www.downsed.org

The benefits of inclusion in school

• No progress 1988-2000 for special class outcomes• No progress 1988-2000 for special class outcomes• Significant educational benefits for inclusion • Teenagers fully included in mainstream classes

– gains of more than 2 years in spoken language skills and 3 years in reading and writing

– gains in maths, general knowledge and in social i d dindependence

– no differences in personal independence or social contacts out of schoolout of school

– tend to have better behaviour

www.downsed.org

Daily living skills – inclusion studyy g y

N i ifi120

• No significant differences on daily living skillsal

es

100

living skills• Even though special

schools may say theyskill

s - s

ubsc

a

60

80

schools may say they make these a priority rather than academicsD

aily

livi

ng

40

• Measure is Vineland Adaptive Behaviour S lM i t S i l h l

0

20

ScaleMainstream Special school

Domestic Personal Community

www.downsed.org

Socialisation skills – inclusion studyy

S i l h l120 • Special school group are 2 years older on averagele

s

100

120

average• Interpersonal

relationships, the overskills

- su

bsca

80

relationships, the over 17 age group only produce difference –

Soc

ialis

atio

n s

40

60

more special friends, boyfriends, girlfriends reported by special

20

reported by special school students

Mainstream Special schoolInterpersonalrelationships

Social coping skills Play and leisure time

0

www.downsed.org

Difficult behaviours – inclusion study y

80 • Behaviour better in mainstream settings

70

80

(%)

settings• 10% with

significant levels50

60

aptiv

e sc

ore

significant levels of behaviour difficulties in 30

40

land

mal

ada

mainstream versus 30% in

i l h l10

20Vin

el

special schoolsMainstream Special school

Insignificant Significant Moderate

0

www.downsed.org

Inclusion study - literacyy y

• Very significant gains in literacy (mean gain 3.3yrs) and expressive language

ales

100

120

p g g(mean gain 2.5 yrs) in mainstream education

• Children fully included inskills

- su

bsca

80

• Children fully included in mainstream classrooms

• Access the same curriculum

omm

unic

atio

n

40

60

with individual targets and in-class support

• Both groups had same

Co

20

Both groups had same range of abilities and social backgrounds at start of school

Mainstream Special school

Reading and writing

0

Receptivelanguage

Expressivelanguage

www.downsed.org

school

Hampshire teenage surveys in 1999/2000 Reading skills (% in each group achieving skill)Reading skills (% in each group achieving skill)

• Mainstream SpecialMainstream Special

• Reads over 50 words 94 30• Can read sentences 100 57• Can read simple stories aloud 94 32

• Read books at year 2 level (6/7y) 94 23• Read books at year 4 level (8/9y) 65 9y ( / y)• Knows all letters of alphabet 94 36

• Reads on own initiative 82 27• Can read for pleasure 78 35

www.downsed.org

Hampshire teenage survey 1999/2000 Number skills (% in each group achieving skill)skills (% in each group achieving skill)

• Mainstream SpecialMainstream Special • Can recite numbers 0 to 50 50 26• Can recite numbers 0 to 100 33 13• Can count up to 20 objects 94 52• Can count more than 20 objects 33 17

• Can complete simple addition (to 10) 100 60• Can complete simple subtraction (to 10) 77 43p p ( )• Can complete simple multiplication (to 10) 27 4• Can complete simple division (to 10) 16 4• Understands ‘tens’ and ‘units’ 50 17• Understands ‘hundreds’, ‘tens’, ‘units’ 6 4•

www.downsed.org

•

Effects of Down syndrome on development?

Not just a pattern of global delay• Not just a pattern of global delay• a specific profile of learning strengths and

diffi l idifficulties – THE PHENOTYPE• These specific learning strengths and difficulties are

increasingly well understood• The children’s difficulties can be addressed with

effective interventions • The children’s strengths can be used to supportThe children s strengths can be used to support

learning

www.downsed.org

Typical profile associated with Down syndrome (see Robin Chapman Robert Hodapp & Deborah Fidler)

StrengthsWeaknesses Non-Verbal Mental Age

Chapman, Robert Hodapp, & Deborah Fidler)

Motor Skills

Social understanding, empathy, social skillsHearing and Vision

Motor SkillsSpeech and Language Self help and daily living

skills

Visual short-term memoryVerbal short-term memoryInformation processing

Number Reading

Learning from listening difficult Visual learning a strength

www.downsed.org

Closing the speech-language/non-b l bilitverbal ability gap

• The mainstreamed children are in a much richer spoken l ld

80

100

ores

language world• The mainstreamed children

i lit

60

e Eq

uiva

lent

Sco

receive more literacy instruction

• The mainstreamed children20

40

Vine

land

Age

• The mainstreamed children have a much higher involvement in supported Mainstream Special school

D il li i S i li tiC i ti

0

0

ppliteracy as they are in all lessons

Daily living SocialisationCommunication

Comparison across domains

www.downsed.org

Closing the language/non-verbal MA gap changing the ‘phenot pe’– changing the ‘phenotype’

• It is possible to improve the speech language and• It is possible to improve the speech, language and literacy skills of children with Down syndrome and bring them in line with their other skillsbring them in line with their other skills

• The immersion in mainstream classrooms and in di ti iti l i thi i freading activities may explain this gain – even for

non-readers• Results support the view that speech and language is

held back by hearing and auditory processing d ff l k h l ldifficulties – print makes the language visual

www.downsed.org

What has produced these gains?p g

• 1 Full inclusion in the mainstream world from• 1. Full inclusion in the mainstream world from infancy – preschool and schoolL i f d ith i t• Learning from and with age-appropriate peers

• The children are role models for language, play and learning – classroom language and expectations are age-appropriate

• 2. Adapting the way we teach to the children’s specific speech, language and cognitive profile, p p g g g pallowing them to access the curriculum and to learn

• BOTH ARE KEY TO THE POSITIVE OUTCOMES

www.downsed.org

BOTH ARE KEY TO THE POSITIVE OUTCOMES

Implications for education p

• Build on social/emotional strengths & understanding• Build on social/emotional strengths & understanding • Encourage ‘good’ AGE appropriate behaviour, have

l t ti d b d iclear expectations and boundaries• Compensate for weaknesses

• Hearing and vision – regularly checked• Target speech and language difficulties from infancy through

adulthoodadulthood• Learning from listening will be difficult and learning from looking is

easier so always have visual support – signs, pictures, reading• Use reading to teach talking• Enable understanding to be demonstrated without needing to say

it

www.downsed.org

it.

How do we include children with Down s ndrome in Portsmo th and in UK?syndrome in Portsmouth and in UK?• Full inclusion in the local mainstream school• 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 needsdelayed, sensory impairments, motor needs• Move up each year with class

www.downsed.org

Including children with Down syndrome

• Outreach support from Trust psychologists – one• Outreach support from Trust psychologists – one visit each termA i t d d f b h i f t• Assistance as needed for behaviour or for access to curriculum

• Training for staff – teachers and assistants• Regular liaison with parents and school teamg p• Support for use of IT – educational software for

support across the curriculumsupport across the curriculum• Commitment to child’s right to be a ‘child first’

www.downsed.org

What have we learned since 1988?

• We have learned by working with schools locally and• We have learned by working with schools locally and across the UKATTITUDES THE KEY TO SUCCESS th t i• ATTITUDES are THE KEY TO SUCCESS – that is believing in inclusion and ‘seeing child first’, not the di bilitdisability

• Commitment from the top, Head and Governors• Planning at whole school, class and individual levels• Good communication – a team approachGood communication a team approach• Willingness to learn and to problem solve

www.downsed.org

Include in training – vision, development, kno ledgeknowledge

• Up-to-date knowledge of the aspirations and lives of adultsUp to date knowledge of the aspirations and lives of adults with Down syndrome – a vision of people first with the right to an ordinary life (see Living with Down syndrome at y g ywww.downsed.org for adult’s views and more)

• Awareness that their development is strongly influenced by attitudes, opportunities, expectations – like all other children

• Knowledge of the specific effects of Down syndrome on health and development

• Recognise wide range of individual needs

www.downsed.org

Head and Governor’s responsibilitiesp

• Recognition that the evidence shows that inclusive schoolsRecognition that the evidence shows that inclusive schools are the best for all pupils and in an inclusive ethos academic results go up g p

• Inclusive ethos = respect for individuals, support for p ppindividual strengths, build self-esteem, self-respect and respect for others, build mutually supportive and caring

i t i hi h fl i h il d t ffenvironments in which everyone flourishes – pupils and staff

“E h h d d d d b k• “Everyone has had a good day and wants to come back tomorrow” – One Head’s definition of a successful school

www.downsed.org

Bronwen and Joe (grade 4, 8-9 years)(g , y )

www.downsed.org

Joyce, junior school head teachery , j

www.downsed.org

WHOLE SCHOOL ETHOS = training g

• Inclusion training for all – will lead to whole school• Inclusion training for all – will lead to whole school change Attit d ll t ff d t b li i i l i• Attitudes – all staff need to believe in inclusion

• Disability awareness training for all• Information on specific disabilities• Whole school responsibilityWhole school responsibility• Special educational needs co-ordinator (SENCo)

should be part of senior management team – thisshould be part of senior management team – this shows school’s priorities and commitment to SEN

www.downsed.org

Karen, junior school Special Educational Needs Co ordinator (Senco) (ages 7 11)Needs Co-ordinator (Senco) (ages 7-11)

www.downsed.org

Sarah (student in grade 9, age 13-14), Bea (LSA/TA) and Annette (SENCo)(LSA/TA) and Annette (SENCo)

www.downsed.org

FLEXIBILITY NEEDED

• No ‘we always/only do it this way!’• No – we always/only do it this way!• A range of teaching methods – team teaching,

small groups, peer tutoring, working with teaching assistantsteaching assistants

• Flexible and planned use of resources –l t i l i f tipeople, space, materials, information

• Training – for staff at all levelsg• Time management – for planning, meetings

www.downsed.org

PLANNING AT CLASS LEVEL

• Access to the curriculum – what additional supports• Access to the curriculum – what additional supports will this pupil require, teaching methods?D l i i di id l d ti l (IEP)• Developing an individual education plan (IEP)

• Use of outreach advisory staff – roles ?, co-ordination with therapists etc

• Social inclusion – buddy systems, circles of friends, y ylunchtimes, break times – leisure activities, friendshipsp

• Time for teacher, TA and SENCo to plan

www.downsed.org

Numeracy lesson (grade 4, 8-9 years)y (g , y )

www.downsed.org

PARENT INVOLVEMENT

• Partnership with parents based on mutual respect is• Partnership with parents based on mutual respect is essential to success and to maximising this pupil’s learning and social opportunitieslearning and social opportunities

• Parents are usually experts on their child’s 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

l d d l l f h lconsolidate and generalise learning out of school

www.downsed.org

PARENT INVOLVEMENT

• Communication with parents must be• Communication with parents must be professional and positive - recognise that

i b hi h i ll if h lparent anxiety may be high especially if school has little experience of inclusion

• Parents need to recognise that teacher anxiety will also be high and teacher time limitedwill also be high and teacher time limited

• Home – school diary to share, support each other and to celebrate (positive and professional - not a bad news book!)

www.downsed.org

p )

Rachel, Finlay’s TA, y

www.downsed.org

Conversation Diary, Yr R, age 4-5 yearsy, , g y

www.downsed.org

Finlay, grade 1, age 6 yearsy, g , g y

www.downsed.org

COMMUNITY INVOLVEMENT

• If a teenager is to be included in community life and• 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 plannedbe involved and circles of friends can be planned with parents and other teenagers to ensure a social life during holidays evenings and weekendslife during holidays, evenings and weekends

• Friends with disabilities are important and this may need to be planned for hen a teenager is incl dedneed to be planned for when a teenager is included in mainstream school by setting up clubs, informal social events etc to give them the chance to meetsocial events etc. to give them the chance to meet others with similar disabilities

www.downsed.org

Max, Joe’s Dad,

www.downsed.org

Tracey, Bronwen’s Mumy,

www.downsed.org

MEASURING PROGRESS

• IEP targetsIEP targets• National curriculum levels of attainment• Literacy and numeracy skills• Literacy and numeracy skills• Language learningspecific words targeted from curriculum areas-specific words targeted from curriculum areas

-cross curricular skillsprogress on speech and language therapy goals-progress on speech and language therapy goals

• Social development, friendships, increasing independence with age behaviour management plan behaviour changewith age, behaviour management plan, behaviour change plan

www.downsed.org

Planning systemsg y

• Likely to vary between schoolsLikely to vary between schools• Likely to vary according to the needs of pupils, teachers and

parentsparents• Recommend arranging a structure• (this may not always be needed but can be in place)(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 staffSet dates for IEP meeting each term with parents and staff• Provide a system of support for LSA’s – weekly meetings?

www.downsed.org

Applying the typical profilepp y g yp p

• Visual learnersVisual learners• Learning from listening is difficult• Reducing speech and language demands• Reducing speech and language demands• Reducing literacy demands: reading and recording• Reducing motor/visual demands increase text size• Reducing motor/visual demands, increase text size• Reducing sustained attention demands and building memory

skillsskills• Good awareness of social and emotional cues, use of rewards

and praisep• Good social learners; learn from peers through observation

and imitation – pairs, groups,

www.downsed.org

p g p

Planning for the individual

• Learn about the profile and effective interventionsLearn about the profile and effective interventions• Learn about the pupil’s understanding, skills, strengths,

personality, temperamentpersonality, temperament• Learn about times and situations that are more difficult for

the pupil, peers and staff to managep p p g• Use the pupil’s strengths to support learning• Start with the curriculum for age peers- track backg p• Be flexible, check rationale for particular interventions –are

adaptations necessary? • Share information with parents

www.downsed.org

Individualised learning g

• Too much individualised teaching in a 1:1 setting• Too much individualised teaching in a 1:1 setting can:

d t i t d l f• -reduce exposure to age appropriate models of behaviour/language and opportunities for pupil to

il i t tipupil interaction• -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 ycontrol, LSA may feel overly responsible)

• -may be too demanding for pupil and assistant

www.downsed.org

may be too demanding for pupil and assistant

Pace

• Too slow a pace may lead to:Too slow a pace may lead to:• boredom, frustration, fatigue, lack of motivation,• behaviour problems• behaviour problems• Improve pace by:• Reminding pupil about next activity• Reminding pupil about next activity• Changing activities regularly• Have something ready if you finish earlier that expected• Have something ready if you finish earlier that expected• Use the pupil’s cues to know when to finish or change• Allow the pupil to make choices• Allow the pupil to make choices• Allow breaks and reward success with special activities

www.downsed.org

Promoting effective learning skillsg g

• Meaningful activities based on pupil’s experienceMeaningful activities based on pupil s experience• Visual resources and approaches to aid comprehension of

concepts and task demandsconcepts and task demands• Use of pictures for illustration of meaning, for active learning:

matching/selecting/sortingg g g• Use of objects; use of role play• Use of language: written and spokeng g p• New activities based on existing skills• Small steps with opportunities for practice, p pp p ,• Applying skills in different contexts, situations

www.downsed.org

Maximise use of visual structures

-To support understanding of and access to tasksTo support understanding of and access to tasks

-To facilitate recording of work-To facilitate recording of work

To support introduction of new tasks-To support introduction of new tasks

To engage the pupil and support concentration-To engage the pupil and support concentration

To aid recognition and understanding of routines-To aid recognition and understanding of routines,systems

www.downsed.org

Pupil profile on two sides of paperp p p p

• Z can• Z can......• What Z finds difficult......• Strategies that help Z...

Maths– Maths– English– Behaviour– General

www.downsed.org

Examples of strategies that help Z - Math (st dent in grade 8 age 12 13)(student in grade 8, age 12-13)• Use math ‘stories’ for addition and subtraction problems e gUse math stories for addition and subtraction problems e.g.

favourite film and TV characters or classmates names• Use menus and ‘shops’ to encourage addition of moneyUse menus and shops to encourage addition of money• Z responds to prompts of hand to help him remember clock

times – up for o’clock, down for half pastp 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

www.downsed.org

Examples of strategies that help Z - Englishp g p g

• Use of photos and picturesUse of photos and pictures• Linking topics to experience of his own• Using his laptop to record class work and having freedom to• Using his laptop to record class work and having freedom to

include related pictures from the internet• Opportunity to role play characters (this has been used inOpportunity to role play characters (this has been used in

history lessons)• Being part of class discussion by LSA knowing the lesson plan g p y g p

and assisting Z with suitable answers/comments• Using story board/cartoon strips to make novels and plays

accessible to Z

www.downsed.org

Participation in all stages in lessonsp g

• 1 Introduction/presentation• 1. Introduction/presentation• (context, overall aims and objectives, assess recall,

t t d ti i )targeted questioning)• 2. Middle/activities• (variety of teacher/pupil activities, signal transitions,

appropriate pace, pupil-pupil interaction, pp p p p p p pindependent working)

• 3. Conclusions/responses3. Conclusions/responses • (summarise/review, assess learning, set homework)

www.downsed.org

Visual resources to support teaching and learning in schoollearning in school

• Verbal presentation by the teacher• Verbal presentation by the teacher• Understanding the activity• Participation - doing the activity

Supporting responding (recording writing• Supporting responding (recording, writing, speaking)

• Revision - of the course, lesson, specific objectives (targeted vocabulary, sentences,objectives (targeted vocabulary, sentences, narrative)

www.downsed.org

Drawings to hold attention while listening d ring teacher presentation (grade 3)during teacher presentation (grade 3)

www.downsed.org

Teacher presentation (grade 4, 8-9 years)p (g , y )

www.downsed.org

Whiteboard and pen (grade 4)p (g )

www.downsed.org

Understanding the activity - Picture time table (4 5 ears)table (4-5 years)

www.downsed.org

Writing (year R – Kindergarten, 4-5 years)g (y g , y )

www.downsed.org

Aid for recall and understanding ( d 5 9 10 ) Wi d f O(grade 5, 9-10 years) Wizard of Oz

www.downsed.org

Brainstorm – course work, grade 11, 15 1615-16 years

•Good use of colour to help to ‘see’ the different categories• Note the use of craft scissors – improves presentation for a student• Note the use of craft scissors – improves presentation for a student

who is developing their cutting skills

www.downsed.org

Close up of food mapp p•Good use of colour to help to ‘see’ the different categories

• Note the use of craft scissors – improves presentation for a student• Note the use of craft scissors – improves presentation for a student who is developing their cutting skills

www.downsed.org

Participation - Personal book (year R – age 4)4)

www.downsed.org

Reading and writing Year R age 4-5yg g g y

www.downsed.org

Interactive literacy activity (grade 1, 5-6 )6 years)

www.downsed.org

Interactive literacy activityy y

www.downsed.org

Many activities require no adaptationy q p

www.downsed.org

Wreck of the Zanzibar – story board (grade 4)4)

www.downsed.org

Bronwen – grade 3 (age 7-8) and grade 4 (aged 8 9)(aged 8-9)

www.downsed.org

Participation (grade 6)p (g )

www.downsed.org

Storyboard (grade 6)y (g )

www.downsed.org

Resource for participation-French (grade 7 11-12 years))French (grade 7, 11-12 years))

www.downsed.org

Learning about the orchestra – matching, selecting listening and sho ing cardsselecting, listening and showing cards

www.downsed.org

Music lessons (grade 8 12 13 ears)(grade 8, 12-13 years)

www.downsed.org

Examplesp

www.downsed.org

Homework and test

www.downsed.org

Recording - series of sentences (grade 2 6 7 )2, 6-7 years)

www.downsed.org

Words, writing (grade 3, 7-8 years), g (g , y )

www.downsed.org

Sloping desk (grade 3, 7-8 years)p g (g , y )

www.downsed.org

Recording – writing (grade 6, 10-11 years)g g (g , y )

www.downsed.org

Drawing grade 8g g

www.downsed.org

Drawings – history WW2 (grade 9, 13-14 )14years)

www.downsed.org

English, history (grade 9, 13-14 years)g , y (g , y )

www.downsed.org

Revision - Materials in record books (grade 1)1)

www.downsed.org

Records - math and science (grade 3)(g )

www.downsed.org

Revision grade 3recordsrecords

www.downsed.org

Revision record -water project grade 3p j g

www.downsed.org

www.downsed.org

www.downsed.org

www.downsed.org

www.downsed.org

www.downsed.org

www.downsed.org

www.downsed.org

Class wall displayp y

www.downsed.org

Bronwen’s Mousehole Cat Storyboardy

www.downsed.org

The front cover – Food tech project d 11 ( 15 16)grade 11 (age 15-16)

www.downsed.org

Design briefg

www.downsed.org

Results

www.downsed.org

Questionnaire results - food technology (grade 11)(grade 11)

www.downsed.org

Visual resources – pictures, photo’s, s mbolssymbols• On paper online and in booksOn paper, online and in books,• for learning new vocabulary, • to illustrate the meanings of sentences and text• to illustrate the meanings of sentences and text,• to support remembering and revision, • to enliven records• to enliven records, • to understand time and sequences of activities, as in a visual

timetable/plantimetable/plan,

• to enable access to the curriculum through differentiation, bl hild ib h i i d• to enable children to contribute their views and express

themselves (‘Talking mats’, voice of the child).

www.downsed.org

Letters• To learn letter sounds and letter names, • to support sound discrimination• learning about phonicsg 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.

www.downsed.org

Written words, blank paper/ card, black felt penpen• To support learning of new vocabularyTo support learning of new vocabulary, • remembering and revision, • speaking practice• speaking practice, • to teach reading, spelling and writing, • to support learning about sounds in words syllables rhyme• to support learning about sounds in words, syllables, rhyme.• Blank card/paper for writing down words or sentences for use

in literacy and language activities – as abovein literacy and language activities as above,• for teaching new vocabulary, • for supporting independence in writingfor supporting independence in writing • and for a ‘useful words’ box’.

www.downsed.org

Written sentences

• In school record booksIn school record books, • personal books, published books, • on paper in sentence on whiteboard on the computer• on paper, in sentence, on whiteboard, on the computer • to support learning of new vocabulary and grammar• for annotating pictures describing activities• for annotating pictures, describing 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.

www.downsed.org

Computer, ICTp ,

• For supporting learning and practice in all areas of theFor supporting learning and practice in all areas of the curriculum,

• especially good for independent work,especially good for independent work, • for sourcing pictures from the internet, • managing personal photographs (from a digital camera),managing personal photographs (from a digital camera), • online games and activities, • as a reward activityas a reward activity, • for research for curriculum subjects, • and to develop applied ICT skillsand to develop applied ICT skills. • Many people with Down syndrome become skilled users of

ICT.

www.downsed.org

ICT.

Software, online, rewards, achievements, take home and sharetake home and share• Software and online resources – for all areas of learning toSoftware and online resources for all areas of learning, to

support writing and communication, e.g Speaking for myself, Clicker 5, picture and symbol software, and PowerPoint and p yWord in secondary school.

• Visual records to show progress – reward systems, photographic records, certificates and accumulative records t h ti d hi tto show practice and achievements.

Vi l d k h h• Visual records to take home to share.

www.downsed.org

Math

• Sets of numeral cardsSets of numeral cards, • written words for numbers, • number lines and squares• number lines and squares,• resources that help to develop understanding of the number

system through visual representation,system through visual representation, • for example, Numicon and Stern, with activity cards and

guidance g• and other practical equipment.

www.downsed.org

Writing frames, role play, role modelsg , p y,

• Writing frames mind maps and visual scriptsWriting frames, mind maps and visual scripts to support understanding, recall, writing and communication, and to enable access to literature.and to enable access to literature.

• Sign/gesture and role play – knowledge of a sign system asSign/gesture and role play knowledge of a sign system as appropriate for the individual, and use of gesture and role play to enact ideas and support learning.

• Child and adult role models – learning with children and adults who can be watched and copied, for promoting the development of attention, independence, social and motor kill

www.downsed.org

skills.

Supporting working memorypp g g y

• Lists (pictures words) for independenceLists (pictures, words) for independence• Conversation diary• Pictures of all types to prompt and support• Pictures of all types to prompt and support• Using a digital camera• Using software Clicker 5 Word Powerpoint• Using software – Clicker 5, Word, Powerpoint• Using a daily and weekly calendar (planner) to plan for the

future and to discuss the pastfuture, and to discuss the past• Increasing self reliance – watch, clock, calendar, timetable,

personal belongings, packing school bag, managing at lunch p g g , p g g, g gtime.

www.downsed.org

Resources available and readyy

• Readily available resources for drawing and writingReadily available resources for drawing and writing• pens, paper and books for drawing and writing, sticking,• particularly for support assistants and teachers to use with• particularly for support assistants and teachers to use with

children to help them understand, enjoy, remember, practice and learn from hand drawn illustrations and written information.

• Black felt pen is recommended for all written information. • Objects – additional toys and objects that relate to learning

objectives can help students to engage in their learning.

www.downsed.org

Examples of how to use visual resourcesp

Visual resources can be matched, sorted, selected, t d d t k i t d b k h tposted, named, stuck into record books, shown to

others, held up in whole class activities, used as id d i id f l b kmemory aids and in a wide range of personal books

and communication aids, including, for example, in a dail con ersation diar or a social stor bookdaily conversation diary, or a social story book.

www.downsed.org

INFORMATION RESOURCES

• See Whole School Inclusion book in DSii (out in next• See Whole School Inclusion book in DSii (out in next 3 months)Ed ti f hild ith D d b k i• Education for children with Down syndrome book in Dsii series

• DVD on Primary Inclusion • For more information see Down Syndrome Issues y

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

www.downsed.org

References – Hampshire Inclusion studiesp

• 1. Buckley, S., Bird, G., Sacks, B., & Archer, T. (2002). A comparison of mainstream y, , , , , , , ( ) pand special education for teenagers with Down syndrome: Implications for parents and teachers. Down Syndrome News and Update, 2(2), 46-54 and 2. in Down Syndrome Research and Practice. 9 (3) pp 54-67 (with full data tables).y pp

• 3. Buckley, S., Bird, G., Sacks, B., & Archer, T. (2002). The achievements of teenagers with Down syndrome. Down Syndrome News and Update, 2(3), 90-96.

• 4 Buckley, S J & Sacks, B (1987) The adolescent with Down syndrome: Life for the4. Buckley, S. J. & Sacks, B. (1987). The adolescent with Down syndrome: Life for the teenager and for the family. Portsmouth, England: University of Portsmouth.

• Buckley, S., Bird, G. & Sacks. B. (2006) Evidence that we can change the profile from a study of inclusive education Down Syndrome Research and Practice 9 (3) ppa study of inclusive education. Down Syndrome Research and Practice. 9 (3) pp. 51-53.

• Articles are available in full on http://information.downsed.org/All il bl i i t f Th D S d Ed ti l T t• All available in print from The Down Syndrome Educational Trust

www.downsed.org