Supporti ng students with Down syndrome in Special Schools
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Supporting
students
with Down syndrome
in Special Schools
Supporting students with
Down syndrome in Special Schools
“Special schools support students with more Special Classes
severe and/or complex special educational needs Special classes offer a supportive learning
in cases where a full time mainstream placement environment for students with more complex
would not be in the student’s best interest. These needs where mainstream classes would not,
students may find the demands of mainstream or have not been able to, meet their needs.
schools very difficult, or may have complex In order to be placed in a special class a child
learning or other difficulties which require smaller must have a professional report stating that s/he
class sizes. In order to be placed in a special school has a special educational need. Special classes
a child must have a professional report stating have lower pupil teacher ratios than mainstream
that s/he has a special educational need. Special classes. Placement in a special class is a flexible
schools tend to have fewer students and support arrangement that may change as a student’s
students in small class sizes. A special school learning develops. Students in special classes
for students with moderate general learning should also be given opportunities to be included
disabilities for example, has one teacher for every in mainstream classes for some activities or
eight students. SENOs can sanction additional subjects, in as far as possible.
teacher and care supports for special schools to
meet the range of needs in the school, in line with The NCSE sanctions the establishment of special
DES criteria. SENOs will be able to advise parents classes where there is evidence that there are
about the location and services available in the a number of children with special educational
nearest special school.” needs, within an area, who require such a setting.
(From: Choosing a School A Guide For Parents and Guardians
Currently about 12 per cent of mainstream
of Children and Young People with Special Educational Needs schools have special classes. SENOs can advise
- NCSE 2013). parents on where these are or may be located.
2 Supporting students with Down syndrome in Special Schools
Supports in special settings There are
(Special schools and special classes attached advantages and disadvantages
to mainstream schools) to all educational settings
• A supportive learning environment for for children who have special
children with more severe and/or complex
special educational needs. educational needs. Families
• Smaller class sizes than a mainstream class. should be supported
• Care supports for students with significant to consider what setting would
care needs arising from a disability. be best for their child, bearing
• Assistive technology. in mind social, educational and
(From: Choosing a School A Guide For Parents and Guardians communication needs.
of Children and Young People with Special Educational Needs
- NCSE 2013.)
Down Syndrome Ireland believes that there are
advantages and disadvantages to all educational Background
settings for children who have special educational In recent years, increasing numbers of children
needs and that families should be supported to with Down syndrome are being educated in their
consider what setting would be best for their local mainstream school. However, for a relatively
child, bearing in mind social, educational and small number of children and young people with
communication needs. Down syndrome, placement in a special school
or unit is thought to be in their best interests and
Some children with Down syndrome may thrive in
the better choice for their education journey.
the smaller classes within the special educational
There are a number of reasons as to why this
system, others will do better in an inclusive
might be the case:
mainstream setting, where they are educated
within their local community with siblings and • They have profound and multiple disabilities
peers. that would make it difficult to include them
meaningfully in a mainstream setting.
This decision is an individual one, and not one
• They may demonstrate particularly
which should be assumed based on a standard
challenging behaviours.
test score.
• They may have significant medical needs or
require a high level of therapy not available
in the mainstream school.
• They may have already failed in a mainstream
school where they were subject to negative
Students in special classes attitudes and low levels of support.
should also be given Regardless of a child’s level of need, their
opportunities to be included in education - in whatever setting is chosen by their
mainstream classes for some parents - must be informed by an understanding
of those needs. Therefore, in the context of this
activities or subjects, in as far booklet, it is important for all parents, special
as possible. school staff and other professionals to be aware
of the particular needs of pupils with Down
syndrome, as distinct from those of other pupils
with learning difficulties.
Supporting students with Down syndrome in Special Schools 3
The characteristic learning • Visual processing and visual memory stronger
than auditory.
profile of children & teenagers
• Strong use of gesture and motor responses.
with Down syndrome
• Sensitive to failure and emotional cues.
Referring to students with Down syndrome as
simply ‘developmentally delayed’ is misleading - • Speech and language delayed relative to
nonverbal mental abilities.
they have a different learning style. An awareness
of the characteristic strengths and weaknesses • Difficulties with verbal short-term memory,
of this learning profile, regardless of the school i.e., recalling facts and remembering verbal
setting, will encourage progress and help the information and instructions.
teachers devise appropriate, meaningful and • Developmental delay in working memory.
relevant activities for their pupils. • Possible display of a ‘learned helplessness’
when students are too used to being over-
Regardless of a child’s level supported.
of need, their education - in • Most students will welcome the opportunity
whatever setting is chosen to work independently and in cooperation
with their peers.
by their parents - must be
These factors are typical of many, but not
informed by an understanding all, students with Down syndrome. Each has
of those needs. implications for their education and learning.
These factors within the characteristic learning
Characteristics of a typical learning
profile, together with individual needs and
profile variations within that profile, must be considered
• Overall, exceptional visual learners (see
by teachers and matched to the subject matter as
specific information on vision).
they plan and differentiate programmes of work
• Learning difficulties vary from mild, moderate for their pupil with Down syndrome.
to severe.
4 Supporting students with Down syndrome in Special Schools
These factors within the • Speech, language and communication skills
characteristic learning profile, • Literacy & numeracy skills
together with individual needs • Student’s attitude
and variations within that • Student’ motivation
profile, must be considered by • Access to the curriculum
teachers and matched to the • Student’s individual learning style
subject matter as they plan and • Student’s level of independent functioning
differentiate programmes of • Student’s social skills
work for their pupil with Down • Student’s ability to form friendships /
syndrome. relationships
• Student’s level of inclusion in school life
Planning for teaching & learning
Individual Education Plan (IEP) Strengths & needs
Documenting the child’s strengths, abilities and
An Individual Education Plan (IEP) is a written
talents gives an insight into what the child can do
document for individual students specifying the
in particular area and identifies how the teacher
learning goals for the student over a given period
can capitalise on and incorporate those skills
of time and the teaching strategies, resources
into their teaching approaches and strategies.
and supports necessary to achieve those goals.
Documentation of specific needs is the basis for
the establishment of priority learning needs and
What must be Included in an IEP targets.
• The student’s strengths – their abilities, skills
and talents.
• The student’s special educational needs Documenting the child’s
and the effect of those needs on his or her
educational progress.
strengths, abilities and talents
gives an insight into what
• The present level of the student’s progress.
the child can do in particular
What must be done? areas and identifies how the
To develop an appropriate programme for the teacher can capitalise on and
student with Down syndrome, teachers need to: incorporate those skills into
• Utilize the information they receive from their teaching approaches and
parents, colleagues and other professionals.
strategies.
• Utilize observation of the student in the
classroom.
• Observe the student’s response to the Targets
education programme in place for them. Targets are best developed in the context of
• Note the results of any formal assessment the child’s needs and the term ‘priority learning
procedures. needs’ is used. This term refers to areas for
intervention.
Areas to consider
• Personal and social skills Priority learning needs
• Cognitive ability ‘Priority Learning Needs’ are those needs that
have been prioritised for intervention based on
• Gross & fine motor skills the student’s current performance at school.
Supporting students with Down syndrome in Special Schools 5
Priority learning needs form the basis for the Special Needs Assistant (SNA)
development of learning. Priority learning needs The Special Needs Assistant (SNA) scheme is
are identified only for those areas where the designed to provide schools with additional adult
student is experiencing difficulty. support staff to assist children with additional/
significant care needs. This scheme has been a
key factor in providing care support to pupils
‘Priority Learning Needs’ are who are enrolled in special schools and special
those needs that have been classes.
prioritised for intervention
based on the student’s current Primary care needs
• Assistance with feeding.
performance at school.
• Administration of medicine.
When determining priority learning needs for • Assistance with toileting and general hygiene.
the student consideration must be given to: • Assistance with mobility and orientation.
• The student’s current level of progress. • Assisting teachers to provide supervision in
• The student’s specific strengths and needs. the class, playground and school grounds.
• The student’s needs in specific areas of • Non-nursing care needs associated with
learning. specific medical conditions.
• The relevance of the learning needs prioritised. • Assistance with moving and lifting of children,
operation of hoists and equipment.
• The student’s motivation and interest.
• Assistance with severe communication
Writing learning targets for each difficulties.
priority learning need
Secondary care needs
Targets should relate to identified priority
• Preparation and tidying of workspaces and
learning needs and should also build on the
classrooms or assisting a child who is not
student’s strengths. Targets should be Specific,
physically able to perform such tasks –
Measurable, Agreed, Realistic and Timebound
(using the SMART acronymn). It is essential that • To prepare and tidy a workspace.
targets are written in such a way that they can • To present materials, to display work.
be effectively evaluated. • To transition from one lesson activity to
another.
Targets must identify: • To assist with cleaning of materials.
• What the student will do • Assistance with the development of
• How the student will do it Personal Pupil Plans for children with special
• The materials and supports required to educational needs, with a particular focus
achieve the target on developing a care plan to meet the care
needs of the pupil concerned and the review
• The proposed time frame in which the target of such plans.
will be met
• Assist teachers and/or Principal in maintaining
a journal or care monitoring system for pupils
including details of attendance and care
Targets should relate to needs.
identified priority learning • Assist in preparation of school files and
needs and should also build on materials relating to care and assistance
the student’s strengths. required in class by students with special
needs.
6 Supporting students with Down syndrome in Special Schools
• Planning for activities and classes where
there may be additional care requirements
associated with particular activities, liaising
with class teachers and other teachers such
as the resource teacher and school principal,
attending meetings with parents, SENO,
NEPS Psychologists, or school staff meetings
with the agreement and guidance of class
teacher/principal.
The care role of the SNA, in instances where SNA
support is sanctioned to assist with behavioural
related care needs, is concerned with assisting
the teacher to meet the care needs of the
child by:
• Preserving the safety of the pupil and others.
• Assisting with the prevention of self injurious
or destructive behaviour.
• Reinforcing good behaviour on the child’s
part.
• Assisting with recording data in relation
to pupil behaviour and behavioural
development.
Differentiating learning
(Adapted from Circular 0030/2014)
experiences
While support from an SNA may be vital, it
should not become a limiting factor, restricting The need for differentiated support for students
inclusion and the development of independence. with Down syndrome has been identified by
Many students who have access to an SNA parents, teachers and other educators. An
become habituated to looking to an adult to integral part of effective teaching practice for
solve any problem, large or small, and do not all pupils, enabling them to work at their own
have the opportunity to learn from experience, level and pace, make progress and achieve, it
and develop problem solving abilities. requires an understanding and awareness of
individual differences between pupils and the
implications of these differences in terms of
While support from an SNA access to the curriculum. Differentiation calls for
the modification of curriculum objectives and
may be vital, it should not learning outcomes, of activities, resources and
become a limiting factor, forms of assessment. Each needs to be matched
restricting inclusion and the to the pupil’s individual abilities and needs,
development of independence. strengths and weaknesses, learning styles,
aptitudes and developmental stage.
An issue with SNAs in special classes is that freeing
Differentiation encompasses the concept
them to support an individual student to integrate
‘different but equal’. It is synonymous with
into a mainstream setting for a particular class
good teaching and students can often display
may leave the teacher with insufficient support
hidden strengths when given the opportunity to
for the care needs of the remaining students.
respond.
Special classes within mainstream school have
the possibility of being a good balance between
mainstream and special education systems, but
they can also become pockets of isolation.
Supporting students with Down syndrome in Special Schools 7
Differentiation calls for the P = Products from Lessons
Students output from lessons should be varied
modification of curriculum according to the student’s abilities.
objectives and learning
E = Environment
outcomes, of activities, Classrooms should be conducive to both
resources and forms of individualised and group teaching and learning.
assessment T = Teaching Strategies
Teachers utilise different ways of teaching to
Appropriate procedures for adapting accommodate different individuals or groups of
curriculum and instruction students in their classes.
• Select the topic to be taught. P = Pace
• Identify the specific content to be included. Teachers vary their rate of teaching or the rate at
which they expect their children to work.
• Decide on the goals and learning objectives
for the majority of students in the class. A = Amount of Assistance
Varying amounts of assistance to be given to
• Decide on the way the lesson will be organised
and conducted for most students. students.
• Identify any students who will need T = Testing and Grading
modification to the general lesson format. Teachers utilise various methods of assessing pupil
performance and modify grading accordingly.
• Modify the goals and learning objectives for
those students, if necessary. C = Classroom Groups
Various ways of grouping students are utilised to
• Prepare any adaptations for those students.
cater for different abilities in different activities.
• Teach the lesson and make any additional
changes while teaching. H = Homework Assignments
Students are given homework in keeping with
• Provide extra assistance for certain students the level of work and activities undertaken in
while the lesson is in progress.
class.
• Plan appropriate methods for assessing
students learning based on the goals and Preparation of worksheets
objectives.
• Use material within the pupil’s experience
Specific Example of Differentiation • Introduce new concepts in a familiar context
A useful mnemonic ‘CARPET PATCH’ has been • Provide plenty of visual clues - words, symbols,
suggested by Westwood (2003), as a means pictures, diagrams
for teachers to identify the main areas in their • Ensure illustrations tie in closely with text and
teaching approaches which could serve to task
establish inclusion in their classrooms for pupils • Give plenty of opportunities for success
with special needs. • If possible try out several different versions of
C = Curriculum Content the same worksheet to discover what works
The curriculum to be studied may be increased best for the individual pupil
or decreased as appropriate. • Differentiate clearly between text and
illustrations
A = Activities
Varying levels of difficulty may be used in • Leave a wide border around the edge of the
page
activities selected.
• Highlight and explain key words and any that
R = Resource Materials are new to the pupil
A variety of resources and teaching materials
• Illustrate key words if possible.
may be used.
8 Supporting students with Down syndrome in Special Schools
• Use type or print, not handwriting, and Motor Skills
consider a large, bold, sans serif font. The development of motor skills in most children
• Use a simple uncluttered layout - too busy a with Down syndrome is delayed mainly due
page causes confusion. to low muscle tone (hypotonia). Hypotonia
• Break up continuous text. affects all the muscles in the body. However,
• Use simple and familiar language. the development of motor skills, both fine and
gross, can improve with age. Children with
• Keep sentences short and concise.
Down syndrome have a number of physical
• Avoid ambiguous words. characteristics, which can affect the development
• Use active rather than passive verbs. of dexterity, manipulation and co-ordination in
Because of the specific difficulty with language in turn causing delay in the development of both
students with Down syndrome, one of the most fine and gross motor skills. They have:
effective ways to support access to the curriculum • smaller hands and shorter fingers than their
is explicit teaching of key vocabulary ahead of typically developing peers.
any topic. Vocabulary needs to be taught visually • their thumbs are often set lower down the
if possible, and needs to be integrated into the side of their hands.
child’s existing language by making links with
known words and concepts. • their arms and legs tend to be shorter relative
to the length of their trunk or torso
Because of the specific Delayed milestones in motor development will
difficulty with language in limit the child’s experiences which in turn will
have consequences for the development of
students with Down syndrome,
cognitive skills. The development of both fine
one of the most effective and motor skills often have a direct influence
ways to support access to the on each other. For example, the development of
curriculum is explicit teaching writing skills (fine motor) is directly affected by
the child’s ability to sit correctly (gross motor).
of key vocabulary ahead of any Therefore, ensuring that the child is seated
topic.
Supporting students with Down syndrome in Special Schools 9
comfortably in a stable position with their feet Activities giving young children experiences with
resting on the floor and their arm comfortably fine motor skill uses include:
positioned on the desktop is essential before • tracing
addressing concerns about a correct pencil grip.
All motor activities, both fine and gross, need to • water control
be taught explicitly and most children will need • using a scissors
additional practice and ‘overlearning’. • stencils or templates
• pen & paper activities
Ensuring that the child is • lacing
seated comfortably in a stable • clipping clothes pegs
position with their feet resting • copying
on the floor and their arm Handwriting is usually difficult for children with
comfortably positioned on the Down syndrome because of their poor muscle
desktop is essential before tone and issues with fine motor development.
The use of different types and thickness of
addressing concerns about a
writing implement, pencil grips or writing slopes
correct pencil grip. can make the process easier. In addition, the use
of a wide range of multisensory activities and
Gross-motor activities involve the ability to move materials as alternatives to pencil and paper can
various parts of the body. The purpose of these be very beneficial. Practice letter shapes using
activities is to develop smoother, more effective shaving foam, sand, finger paint, playdough or
body movements and to increase the child’s sense chalk. Teach correct letter formation from the
of spatial orientation and body consciousness. beginning using plastic letters.
There are six areas considered crucial in the area
of gross motor development:
• Body awareness Handwriting is usually difficult
• Spatial awareness for children with Down
• Balance syndrome because of their poor
• Rhythm & movement control muscle tone and issues with
• Co-ordination fine motor development.
• Basic skills (crawling, walking, running,
jumping, swinging, climbing, ball skills) Alternatively, use letters cut out of sandpaper.
Provide squared paper to encourage consistency
Any programme of gross motor skill development in size of letters. Reduce the size of the squares
will have to address difficulties in each of these over time. Let the child use lined paper with wide
areas to enable the child to achieve gross motor spacing until they can write confidently.
competency.
Fine motor skills are achieved when children learn
to use their smaller muscles, like those in the
hands, fingers and wrists. Children use their fine
motor skills when writing, holding small items,
buttoning clothes, turning pages, eating, cutting
with scissors and using computer keyboards.
10 Supporting students with Down syndrome in Special SchoolsPractice letter shapes using It can be difficult for a child
shaving foam, sand, finger with Down syndrome to
paint, playdough or chalk. process language.
In teaching independent writing skills, encourage It can be difficult for a child with Down
the child to progress in the following order: syndrome to process language. Difficult to
• Write on top of the word using a different distinguish between words. Difficult to recognise
coloured pencil or crayon. and remember the words for long enough to
understand the message. It can be difficult to
• Trace over the word using tracing paper.
think of words, and then organise them into a
• Complete a dot to dot version of the word. phrase or sentence in order to respond. It can
• Copy the word directly underneath. be difficult to absorb new vocabulary just by
exposure, which is how most other children
• Copy the word from a separate card.
learn.
• Copy the word from the board or a wall
display. Most children try to communicate using speech.
It is not the only way, though. We all also use
• Write familiar words from dictation. sign, gesture, writing, facial expression and
For some children with extreme finger and behaviour to convey messages.
hand weakness, advice from an occupational
therapist or specialist teacher for pupils with
physical difficulties will be helpful. Children Allow processing time: count
with continuing difficulties with handwriting to 10 before you say anything
skill development should be taught to type. The
ability to touch type, once it is properly taught,
else!
will be of enormous benefit to any child or young
person with Down syndrome as they grow and
develop into adulthood.
The ability to touch type, once
it is properly taught, will be of
enormous benefit to any child
or young person with Down
syndrome as they grow and
develop into adulthood.
Speech and Language
As Down syndrome selectively impairs speech
and language, all children with Down syndrome
will have speech and language disorders over
and above what would be expected for their
intellectual ability. Read that sentence again,
and try to imagine how frustrating it must be to
be continually underestimated because of poor
speech and language!
Supporting students with Down syndrome in Special Schools 11People who have Down syndrome often have Language impairment is probably
unclear speech for various reasons. There can
be difficulties in remembering the pattern, or
the most significant disability
order of sounds and syllables in a word. It can for the majority of children with
be difficult to coordinate muscles to make those Down syndrome in schools.
sounds, and to make them in the right order
consistently so that someone can understand.
• Don’t give multiple instructions in one
The ability to speak clearly may vary according
sentence. The child with Down syndrome
to the complexity of the message, the time of is likely to pick up on either the first or the
day, tiredness, etc. It is unfair to assume that the last, and be oblivious to the others. (You may
child is being lazy if they don’t speak as clearly think you don’t do this, but: “ok everyone,
today as they did yesterday. Many children will time to finish your work, put your books in
supplement their speech with signing, at least in your bag then get into line ready to go to the
the early school years. hall” is four instructions.)
• Use visual supports, visual timetables, lists,
pictures, etc. to support understanding.
It is unfair to assume that the
• If the child uses signs, ensure that everyone
child is being lazy if they don’t knows those signs. This includes the other
speak as clearly today as they children in the class, and any other adults
did yesterday. Many children that the child comes into contact with.
will supplement their speech • Identify the key vocabulary and concepts
for each classroom topic, remembering to
with signing, at least in the differentiate both the complexity and the
early school years. amount as needed.
• Pre-teach vocabulary ahead of new topics.
Speech and language impairments affect access Families can support, by remembering to
to all areas of the curriculum, not just language reinforce the target words in the home
tasks. Language impairment is probably the most environment. Taking time for preparation of
significant disability for the majority of children vocabulary for new topics is one of the most
with Down syndrome in schools. important ways of supporting a child with
Down syndrome to succeed.
How can parents and teachers help? • Over time, developing good literacy skills is
• Accept that language is a significant one of the best ways we know to overcome
difficulty, and adjust your own language to some of these difficulties. Language and
compensate. literacy tend to develop in tandem. Being
able to see the words increases awareness
• Use short, simple sentences.
of sounds and of word order. Having things
• Allow processing time: count to 10 before written down means you can process
you say anything else! language at your own pace. Most students
• Use positive sentences. It’s much easier to with Down syndrome are motivated to learn
understand “we walk in the corridor” than to read. Technology can be a good motivator
“don’t run in the corridor”. In the first - learning to read the names of songs so
sentence, the key word is WALK. In the that you can find and play them, looking up
second, the key word may be RUN. pictures of favourite people or places, etc.
• Think about word order. “We’ll go the the • Remember that literacy skills were almost
yard after you’ve finished your snack” may unheard of in children with Down syndrome
be understood as “yard, then snack” by a 40 years ago, whereas now the vast majority
child who has difficulty processing language, acquire at least functional literacy. This is
leading to frustration all round! probably due to higher expectations and
12 Supporting students with Down syndrome in Special Schoolsbetter teaching. Parents and teachers working in signs, using gestures, or showing people a
together to support literacy will benefit the picture or an object to help identify the topic can
child with Down syndrome. be useful. It is never a good idea to pretend to
understand when you really don’t, as this leads
Remember that literacy skills to frustration and confusion all round.
were almost unheard of in
children with Down syndrome Parents and teachers working
40 years ago, whereas now together to support literacy will
the vast majority acquire at benefit the child with Down
least functional literacy. This syndrome.
is probably due to higher
expectations and better Communication books
teaching. At least in the early years, children who have
Down syndrome are likely to struggle to
Staff in special schools are likely to be excellent at communicate outside of the ‘here and now’.
interpreting unclear speech and signs. However,
over time, this can mean that the child does not It is good practice for a communication book
see the need to improve the accuracy of signs system to be established. This serves several
or clarity of speech. It is important that people purposes. It allows the parent to have an idea
are not stepping in too quickly to interpret and about what has happened in school and the
clarify, though obviously there is a fine balance teacher to know what happened at home.
here, as it’s not in anyone’s interest for the student It promotes successful communication, since
to become very frustrated. Teaching the child to people can ask relevant questions, and have
use repair strategies, such as trying again, adding a good chance of understanding the answers.
Supporting students with Down syndrome in Special Schools 13It allows parents to help consolidate new
vocabulary and concepts in real life situations.
Literacy
The communication book should be the
responsibility of the parent and class teacher Be positive! Try to include at
initially, though in later classes the child could
take ownership, and choose what information
least four positive points for
to share. each negative one.
At least in the early years, Reading
Reading is one area of the curriculum where
children who have Down many children with Down syndrome make
syndrome are likely to struggle excellent progress. Structured teaching of
to communicate outside of reading should begin with matching, selecting
the ‘here and now’. It is good and naming pictures. For this activity, photos
of familiar everyday objects or family members
practice for a communication are a particularly useful resource. This should
book system to be established. then proceed to word matching, selection and
reading. Because children with Down syndrome
are visual learners, they should learn whole
Communication book essentials: words rather than letter sounds or syllables. First
• Be positive! Try to include at least four positive reading books should have simple sentences and
points for each negative one. (This will help accompanying pictures. Homemade books using
in lots of ways - if you’re looking out for photos of the child’s day or weekend activities
positive things to write, you are more likely to are also useful. Scrapbooks can also be used to
notice positive behaviour and provide timely teach words in categories e.g. furniture, animals
reinforcement). or transport. Always try to use the child’s interests
• Keep it short. A few relevant points is better as a guide.
than a long essay.
• Be proactive. Let the parent know what topics
or events are lined up for next week, so that Because children with Down
they can talk about things at home. Let the syndrome are visual learners,
teacher know what happened last night, so
they can ask the right questions.
they should learn whole
• If there are persistent negative issues arising,
words rather than letter
arrange a meeting and communicate face to sounds or syllables.
face (even then, make sure that the positives
are also highlighted).
New vocabulary should be introduced using
flashcards, teaching the words from a reading
scheme or words the child already uses or
understands. Well-structured reading schemes
such as Oxford Reading Tree have proved
particularly successful for children with Down
syndrome. Make sentences with words the child
already knows, using Velcro or sentence holders.
Match flashcard words to sentence strips. Teach
the small connecting words eg. and, in, am, on.
14 Supporting students with Down syndrome in Special SchoolsUsing symbols to aid reading is not necessary
for most young children with Down syndrome.
However, for children who find whole word
learning difficult, symbols may be necessary. Only
symbol the key words as too many symbols make
it complicated. Symbols always appear with the
written word.
Once children have a grasp of the initial stage
of reading (recognition of words by their visual
pattern) they should be ready to move on to the
second stage where letter/sound correspondence
is developed and used to build words. Most
children will maintain their progress in reading by
relying on their visual memory. However, unless
they acquire phonic skills, their progress will
eventually slow down. While children with Down
syndrome can develop letter/sound strategies for
reading, they are unlikely to do so before they
achieve a reading age of at least seven.
While children with Down Teaching handwriting
syndrome can develop letter/ Handwriting is often difficult for children with
sound strategies for reading, Down syndrome because of their poor muscle
they are unlikely to do so tone and fine motor problems. Children need to
take part in emergent writing activities with the
before they achieve a reading rest of the class. Let the child make a mark or a
age of at least seven. scribble on the top of their pictures to represent
their name.
However, children with Down syndrome should
Use different types and thickness of writing
always be included in class phonics. Schemes
implement, pencil grips or writing slopes as well
that use a visual approach such as Jolly Phonics
as a range of multisensory activities instead of
are better than programmes just based around
pencils & paper. Letter shapes can be practiced
auditory approaches.
in a fun way using for example, shaving foam,
To develop phonic skills: sand, finger paint, playdough or chalk.
• Use words the child can read as a whole Teach correct letter formation from the beginning,
• Teach simple word families with similar use letters cut from sandpaper or with arrows
beginnings and endings drawn on to indicate which way to move the
pencil. Aids to encourage correct pencil grip
• Teach initial sounds, graduating to CVC
words and simple blends are also helpful. Squared paper can encourage
consistency in size of letters, with the size of the
Reading is also a powerful tool for developing squares reducing over time. Use clearly visible
speech and language skills. Both reading and lined paper with wide spacing.
writing can help improve communication,
enabling pupils to achieve greater independence
and enhance their progress and development
across all areas of the curriculum.
Supporting students with Down syndrome in Special Schools 15Aids to encourage correct • Squeaky squeeze toys.
pencil grip are also helpful. • Cutting practice - special spring-loaded
scissors can be used.
Squared paper can encourage
• Play dough.
consistency in size of letters,
with the size of the squares Developing writing skills
reducing over time. Difficulties in short term auditory memory,
speech and language development and the
For some children with extreme finger and hand organisation and sequencing of information can
weakness, advice from an occupational therapist have a considerable impact on the development
or specialist teacher for pupils with physical of writing skills for many children with Down
difficulties may be helpful. It would be useful for syndrome. Ensure pupils are only asked to write
younger children to have a collection of items about topics which build upon their experiences
chosen to improve strength in wrists and hands, and understanding. Allow pupils who find it hard
and improve finger dexterity. These can be used to copy from the board to copy from a version of
at times when the child has finished their activity the text placed next to them. The use of cursive
or simply needs a change of activity. script can aid with fluency with upper and
lower case letters being taught simultaneously
Strengthening activities could to develop the child’s generalization skills. A
include: conversation diary can be used to provide a
• A small squashy ball. link between reading and writing in addition to
lists of keywords, word banks and word/picture
• Bull-dog clips and pegs.
dictionaries.
• A stress ball.
• Pop-together beads and threading beads.
• Lego and other multi-link blocks.
• Plasticine.
16 Supporting students with Down syndrome in Special SchoolsAt all times, we must avoid The development of spelling skills will be made
easier by:
the child becoming totally
• using words the child can already read.
dependent on their SNA acting
• teaching spellings visually by using the
as their ‘secretary’. look - say - cover - write - check method.
Where a child continues to have difficulty • using multi-sensory methods e.g. finger
developing writing skills, alternative methods of tracing over sandpaper letters.
recording their work include: As children’s ability to spell improves, dictionaries
• Worksheets where the pupil underlines or can be made using words they know how to
rings the correct answer. spell. Check educational suppliers for good
visual teaching materials e.g word snap/bingo,
• Worksheets with blanks for the correct words
spelling games etc. Build a word bank using
(cloze procedure).
index cards in a box with words grouped under
• Sentence or picture cards for the child to put headings e.g. people, animals, school, home.
in order. Lists of keywords required for different subject
• Pictures or flashcards for the child to select areas can also be colour-coded e.g. green for
and paste in. geography, red for science. Use the same colours
• Stickers with words written on them. for text books, exercise books and worksheets to
aid recall.
• A tape recorder or Dictaphone.
• A word processor with specialist software
such as Clicker.
Numeracy
At all times, we must avoid the child becoming Mathematical learning
totally dependent on their SNA acting as their Most children with Down syndrome encounter
‘secretary’. difficulties with mathematics. However, if
good teaching methods are applied, the child
Strategies for spelling will make satisfactory progress in all areas of
Spelling is a particular area which must to be numeracy. Before undertaking any mathematical
addressed independently from that of writing. operations, all pupils must have reached general
The use of phonics as an aid to developing developmental readiness.
reading and spelling skills can pose problems for They need to be competent in areas such as:
children with Down syndrome as it requires good • Classification.
hearing, fine discrimination of sounds and well-
developed problem solving skills. Many children • one-to-one correspondence.
will learn to spell words purely by relying on • the cardinal and ordinal aspects of number.
their visual memory and learning the shape of • conservation.
the word. Others will have a basic knowledge of
letter/sound correspondence and may recite the • flexibility and reversibility.
letter names when writing out a word. Children with Down syndrome are likely to be slow
in developing these concepts and some children
will exhibit particular problems with the language
Many children will learn to of mathematics e.g. same/different, more/less.
The initial informal stages of mathematical
spell words purely by relying
learning are vital to the development of skills
on their visual memory and in matching, comparing, sorting, labelling,
learning the shape of the mapping and ordering. It is particularly important
word. for children at this stage to fully understand the
concepts ‘same’ and ‘different’. These can be
Supporting students with Down syndrome in Special Schools 17practiced through language and conversational Numicon should always be used alongside real
skills, through interaction with others and in day objects and related to numerals and counting of
to day activities. everyday items. It is vital, therefore, to create real
situations with everyday objects to count e.g.
giving out pencils or exercise books, setting the
Concrete materials can be held, table for lunch or putting spoons with cups.
moved, grouped and separated,
allowing pupils to visualise
mathematical processes.
Moving from informal to more formal maths is
very gradual. Connections are likely to be made
slowly and a combination of experiences and
careful teaching will be important for the child
with Down syndrome. Using concrete materials
is important, not only in the early years but also
during concept development stages in higher
level mathematics. Concrete materials can be
held, moved, grouped and separated, allowing
pupils to visualise mathematical processes. This
makes them much more real than pictorial
representations alone. Gradually the pupil will
develop the concepts of number for example, The language of maths
realising that five objects, regardless of size, For children with Down syndrome, competence
shape, colour or arrangement, still count as five. in numbers is linked to their level of knowledge
and understanding. Difficulties in processing
language, together with remembering what to
Commercially produced do and in which order, can impact the ability
of children with Down syndrome to complete
materials may be helpful at mathematical tasks. Calculations and word
this stage but should always be problems all require language.
used alongside real objects. Difficulties arise because of:
• the abstract language of maths.
Commercially produced materials may be
helpful at this stage but should always be used • the use of symbols to represent numbers.
alongside real objects. It is important to note • the use of concepts which cannot be decoded
that commercial materials may inhibit learning using contextual cues as in reading.
as pupils may see them as toys and prefer to • the need to recall and use many steps, rules
play with them rather than using them for and number facts which require language.
learning. The ‘Numicon’ materials may be of
value to children with Down syndrome since • limited comprehension impacts on the child’s
ability to solve word problems.
it emphasises the value of using structured
visual representations to teach the relationships As mathematical levels increase, so do the
between numbers. This works because of the demands placed on reading and language skills.
ability of pupils with Down syndrome to learn by Learning to read maths words at the same
using their visual memory. ‘Numicon’ materials time as developing their understanding will
make use of patterns and aim to develop pupils’ help the child to remember the key vocabulary.
number concepts by providing information Children should also be taught to recognise and
on position, action, colour and shape. Again, understand associated maths terms and symbols.
18 Supporting students with Down syndrome in Special SchoolsWe must ensure that the child can match, select, Pupils need to be given
name and understand all associated words.
The language of maths must be taught very
opportunities to undertake
specifically. Personal word lists and keyword problem solving and other
flash cards, as with reading activities, will help maths ‘thinking’ activities even
the child. before they have mastered
Difficulties associated with learning computation.
maths
Pupils with Down syndrome often have good
Difficulties that arise from visual impairment in rote memorising capabilities. Rote learning
some pupils may mean that they will encounter enables retention of facts, reduces stress on short
difficulty when differentiating between numbers, term memory and enables the development and
e.g. 6 and 9, 2 and 5, 17 and 71, and between use of mathematical processes and strategies.
symbols e.g. + and x, - and =, < and >. However, it is important to teach understanding
prior to memorising basic facts.
Pupils with Down syndrome Lack of significant thinking skills compounds
problem solving difficulties. Pupils need to
often have good rote be given opportunities to undertake problem
memorising capabilities. Rote solving and other maths ‘thinking’ activities even
learning enables retention of before they have mastered computation.
facts, reduces stress on short
term memory and enables Provide adequate experiences
the development and use of with real life materials, time
mathematical processes and for exploration and situations
strategies. where the ‘right’ answer is
irrelevant.
Using a number line, vertical addition, left-right
regrouping and alignment of numbers or writing Encourage the pupil to
across the paper in a straight line can also cause • read and understand the problem.
problems. Some children may have problems in • look for the key questions and recognise
handling small objects. Opportunities need to important words.
be created in a structured and progressive way,
• select the correct action.
encouraging pupils to manipulate, investigate
and use concrete materials, with assistance • write the number sentence (the equation)
from adults when necessary. This should then and solve it.
be followed by sufficient practice to consolidate • check their answers.
their learning. When counting, ensure the child
• correct any errors.
touches each item and says the number as they
count. Always verbalise the key words associated with
each step and encourage the pupil to complete
each step while saying the key words out loud.
Provide adequate experiences with real life
materials, time for exploration and situations
where the ‘right’ answer is irrelevant.
Supporting students with Down syndrome in Special Schools 19Behaviour & social skills Sometimes children will misbehave because they
are angry or frustrated. They may find that the
work they are being given is too difficult, too
Causes of inappropriate behaviour easy or just boring. They may get annoyed when
Over the years, children with Down syndrome other people don’t take the time to understand
have been described as both affectionate and what they are trying to say. They may want to
stubborn. They have commonly been seen do the same work as everyone else, but an adult
as ‘task avoiders’ and are considered to be insists they do something different or special,
reliant on familiar routines. While all of these often outside the classroom.
characteristics are undoubtedly found in some
Some children may appear to misbehave when
young people with Down syndrome, they are
they are just confused or uncertain about
‘learned behaviours’ and not an inevitable part
what they are supposed to do. They may not
of their syndrome.
understand instructions they have been given;
Some children with experience high levels of they may have forgotten what they have been
anxiety and they may need to cling to routines. told and they may be confused by different
Others are affected by autism or attention adults giving conflicting messages.
deficit disorder which will influence their social
Children in a special school are often subjected
development and make them more difficult to
to a high level of structure and supervision. As a
manage than other children with Down syndrome
result, a child may feel the need to exert some
alone. However, many of the characteristics of
control over his or her life. They may refuse to
these conditions are also found in children with
cooperate with their teacher or assistant as a
particularly delayed language and cognitive skills.
‘matter of principle’. They may be difficult if they
feel they are given no opportunities to choose
their own activities or they may simply feel under
Some children may appear
pressure and need a break.
to misbehave when they are
just confused or uncertain
about what they are Children in a special school are
supposed to do. often subjected to a high level
of structure and supervision.
As a result, a child may feel
The most common form of inappropriate
the need to exert some control
behaviour in all children, including those with
Down syndrome, is behaviour designed to gain over his or her life.
attention. They may be particularly attention
seeking because: It is also important to remember that they may
be imitating the behaviour of peers. It is possible
• They enjoy being the centre of attention and
dislike being ignored or having to wait their that they may have had very few opportunities
turn. to observe age-appropriate behaviours. As a
result, they may be copying peers with immature
• They see others getting what they want by play and social skills. Immature or inappropriate
being difficult.
behaviours may have been ignored or accepted
• They have been successful in using attention in the past.
seeking behaviour in the past to get their
own way or avoid work.
20 Supporting students with Down syndrome in Special SchoolsStrategies for dealing with Before trying to change a
behavioural challenges child’s behaviour, it is important
Before trying to change a child’s behaviour, it is to observe them in different
important to observe them in different settings settings and at different
and at different times, to determine when the
undesirable behaviour occurs and what triggers
times, to determine when the
it off. Try to work out why the child is doing undesirable behaviour occurs
it and what rewards they are getting from and what triggers it off.
the behaviour. There is always a reason for
behaviours. They may just be copying others, To reduce attention seeking behaviours:
they may find that other children laugh at them;
• Give the child attention when they are
they may get out of activities they dislike.
behaving well.
Then change something in the situation so that • Try to ignore attention seeking behaviour and
the behaviour is no longer triggered and see encourage peers to do the same.
whether it makes a difference. Remember that
• Work closely with the parents to ensure that
the best way in the long term to minimise a they support the school.
problem behaviour is to replace it by teaching a
more desirable alternative. To reduce frustration:
• Ensure tasks are appropriately matched to
Never take good behaviour for granted. Always
the child’s ability.
be ready to praise and encourage the child even
if they are doing something that is very ordinary. • Use teaching strategies that build on the
child’s strengths.
• Keep withdrawal sessions to a minimum
while encouraging the child to work co-
operatively with peers.
Supporting students with Down syndrome in Special Schools 21• Take time to listen to what the child is trying In the classroom, successful participation is
to tell you. Use a simple home/school diary to promoted by ensuring that the child:
share information with parents.
• Knows the major routines of the day. A visual
To avoid confusion: timetable can help here.
• Make sure instructions are clear and language • Has learned the class rules.
is simple enough to ensure understanding. • Can participate appropriately in a small
• Teach the basic rules of behaviour and group.
reinforce them with pictures or lists on the • Will respond to requests and instructions
wall. from the class teacher.
• Remind the child of the rules at regular • Can tidy their work and line up appropriately.
intervals.
• Can sit still at a table during class or group
• Compare notes with your colleagues and sessions.
with the parents, to make sure you are all
giving the same message. • Cares for others in the group and is aware of
their feelings.
To give the child more control over their life:
• Make sure they have opportunities to choose
an actvity, refuse an activity or do it later. To promote social inclusion,
• Keep the child in the classroom for special make sure the child has learned
work whenever possible.
how to behave appropriately
• If withdrawal is really necessary, allow them in social situations. They need
to bring a friend.
to understand about rules and
• Give the child the opportunity to interact
with their peers without continual adult routines and be able to work
supervision. with their peers.
To reduce the effects of inappropriate models:
Learning appropriate social and self-help skills
• Keep your expectations as high as possible.
is a high priority for most young children with
• Expect the child to behave age-appropriately. Down syndrome. However, many will need extra
• Try to give them regular opportunities to help and support. Key skills should be identified
mix with children displaying age-appropriate and then taught in small steps:
behaviours. • Structured approaches, such as backward
• Encourage parents to give them age- chaining - where the child is taught initially
appropriate experiences. to do just the last part of the task and then
works backwards one step at a time - can be
Promoting social inclusion particularly useful.
To promote social inclusion, make sure the • Picture or photo prompt cards can be helpful,
child has learned how to behave appropriately as they show the child what it looks like to
in social situations. They need to understand complete the task. Peers can be used as
about rules and routines and be able to work role models to demonstrate successful task
with their peers. In group work, they must be completion.
able to participate and respond appropriately.
They need to learn how to share and take turns.
Outside, they need to understand the rules of
playground games and what is involved in being
a team member.
22 Supporting students with Down syndrome in Special SchoolsLearning appropriate social and
self-help skills is a high priority
for most young children with
Down syndrome.
Before starting on a toilet training programme,
make sure the child is developmentally ready.
Can they retain urine for at least an hour? Do
they tell people when they are wet or soiled?
If not, they may not be ready. When teaching
dressing skills, make sure they are taught at the
appropriate point in the day e.g. coming in from
play or changing for PE. Give the child extra time
so they don’t feel rushed. If they are really slow,
use a timer and give smiley faces for finishing
before the bell rings.
Encourage lunchtime staff to help the child eat
independently but not to cut everything up or
feed them unnecessarily. If they take a packed
lunch, talk to the parents about making sure that
it is easy to unwrap. Post school options can vary
nationwide, however in
Post school options/ each county you will find a
career advice Disability Manager and/or
Post school options can vary nationwide, and Occupational Guidance
however in each county you will find a Disability
Manager and/or and Occupational Guidance
Officer. These professionals
Officer. These professionals work within the work within the HSE, and are in
HSE, and are in charge of post school funding for charge of post school funding
school leavers with Down syndrome. Because for school leavers with Down
your son/daughter is attending a Special School,
they are automatically on their list (whereas syndrome.
if a student is attending a mainstream school,
they may not be). It still would be useful for Services differ in each county so it is best to
you to make contact with your local Disability contact your local Disability Manager for details
Manager to ensure your son/daughter is on their of local services available. For school leavers
list (the school should have contact details for there is what’s called a Rehabilitation Training
the specific person). We would recommend that (RT) programme (up to 4 years), and once this
this contact is made in fifth year or the second programme ends the individual with Down
last year of school. The Disability Manager fills syndrome can stay within the same service, but
out a “profiling tool” to establish the level of under the Day Service model. Nationwide, some
needs an individual may have post school, the adults with Down syndrome attend their service
support he/she needs and therefore the funding on a full-time basis, while others attend part time
that is available to that student (this funding will while at the same time working, or studying.
go straight to the HSE Day Service the person Adult Education programmes differ nationwide.
will attend). Some colleges offer QQI Level 2/3 courses, some
ETBs also offer training. Because these differ
Supporting students with Down syndrome in Special Schools 23You can also read
