Down syndrome child in school line

New evidence about Down syndrome inclusion suggests that Down syndrome teachers need and want more specific information about the specific learning of their students with Down syndrome.

This news encourages me.  Much of the time I feel that I am the only person on Isaac’s education team who cares to take the time to learn about his specific learning style and needs.

I make references to specific articles and I get a tired look or a heavy sigh.  I understand that educators carry a heavy load and they are not always eager to take on more weight.  I am thankful and grateful that I can help out.

Right now I am referring to a specific study where surveys were given to both parents of mainstreamed children with Down syndrome.  They survey was also completed by teachers….and the teachers gave some specific insights to their wants and needs.

Here are some of the specific things that the teachers wrote when asked for recommendations to improve their school’s inclusion model for children with down syndrome:

• praise was the best motivator
• the most effective learning methods were individual and small-group instruction, hands-on activities, and the use of computers for practice and drill
• the teachers suggested more planning time to modify assignments and tests, more individual instruction time built into the schedule, and more information on learning characteristics of children with Down syndrome.

If you would like to access the entire article, you may find it here.