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Including children with Down Syndrome in mainstream classrooms

Including children with Down Syndrome in mainstream classrooms. Christina Singh – Headteacher Member of the DSA Education consortium. Down syndrome: Good practice guidelines for education. Section 1 We call on the government to:.

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Including children with Down Syndrome in mainstream classrooms

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  1. Including children with Down Syndrome in mainstream classrooms Christina Singh – Headteacher Member of the DSA Education consortium

  2. Down syndrome: Good practice guidelines for education

  3. Section 1 We call on the government to: • Recognise the specific developmental and educational needs of children and young people with DS as a unique group • Ensure effective planning and monitoring for this population of children/young people

  4. Section 1 cont… • Develop the inspection framework so that the inspection process is informed by and checked against identified good practice with pupils with SEN, and specifically DS • Promote and support syndrome-specific approaches tailored to the learning profile of children and young people with DS, and endorse the principles set out in this document

  5. Section 1 cont… • Develop government led, centrally produced, evidence based guidance for practitioners on DS • Protect the provision of specialist DS support services • Recognise and meet the need for provision of additional resourcing

  6. The National Picture: What does it mean to us?

  7. National Curriculum Statutory Inclusion Statement (2000): “Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils.” The Inclusion Statement sets out three principles that are essential to developing a more inclusive curriculum: • Setting suitable learning challenges • Responding to pupils' diverse learning needs • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

  8. Setting suitable learning challenges Responding to pupils’ diverse learning needs Teaching styles Learning objectives Inclusion Access Overcoming potential barriers to learning The circles of inclusion National Curriculum Statutory Inclusion Statement (2000)

  9. Provision triangle Few Some All

  10. Every Child Matters 5 outcomes: • staying Safe • being Healthy • Enjoying and achieving • Economic well being • Making a Positive contribution

  11. Removing Barriers to Achievement • Early Intervention • Removing barriers to learning • Raising expectations and achievement • Delivering improvements in partnership

  12. Inclusion Development Programme (IDP) • Programme of CPD • DVD and web-based resources • 4 year programme • Year 1: SLCN and Dyslexia • National Strategies working in partnership with specialist organisations

  13. Resources to be used by… • Leaders of Early Years settings • Leadership teams, inclusion managers, individual staff in primary and secondary schools • Providers of ITT as well as individual trainees

  14. Aims to help practitioners and trainees to.. • Recognise early common signs of difficulty in understanding and/or making others understand information conveyed through spoken language • Recognise common signs of dyslexic difficulties • Create an inclusive and supportive learning environment for pupils with SLCN/dyslexia • Use inclusive teaching strategies appropriate for dyslexics and for pupils who have communication difficulties

  15. Disability Discrimination Act “People have disabilities if they have any mental or physical impairment that has a substantial and long-term adverse effect on their ability to carry out normal day-to-day activities.” (Disability Discrimination Act, 2005)

  16. Definition unpicked • Substantial = more than minor or trivial • Long-term = 12 months or more • Normal day-to-day activities

  17. Does it effect one or more of the following? • Mobility • Manuel dexterity • Physical co-ordination • Continence • Ability to lift and carry • Speech, hearing or eyesight • Memory or ability to concentrate, learn or understand • Perception of risk of physical danger

  18. DDA - General Duty • All public bodies, including schools and local authorities, to have due regard to the need to: • promote equality of opportunity between disabled people and other people; • eliminate discrimination; • eliminate harassment related to a disability; • promote positive attitudes towards disabled people; • encourage participation by disabled people in public life; • take steps to take account of disabled people’s disabilities even where that involves treating disabled people more favourably than other people.

  19. Provision Mapping

  20. Resources-what will we have? • Additional adult support • Peer support/’buddy’ systems • Schools delegated budget • External professionals • Flexible classroom TA support • Outreach support • Family

  21. What do you need? • A ‘can do’ approach • Whole school responsibility-shared use of expertise • Forward planning-particularly transitions • Implementation of external advice including from other mainstream/special schools • Monitoring and evaluation of interventions • Regular monitoring of data

  22. What do you need? • A clear vision • Access to information (DSA etc) • High expectations • Educational and social planning (50/50) • A key contact

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