{"id":291,"date":"2008-05-22T17:56:00","date_gmt":"2008-05-22T17:56:00","guid":{"rendered":"http:\/\/agenciainclusive.wordpress.com\/2008\/05\/22\/educando-criancas-com-sindrome-de-down-na-escola-primaria-em-ingles\/"},"modified":"2008-05-22T17:56:00","modified_gmt":"2008-05-22T17:56:00","slug":"educando-criancas-com-sindrome-de-down-na-escola-primaria-em-ingles","status":"publish","type":"post","link":"https:\/\/inclusivenews.com.br\/?p=291","title":{"rendered":"Educando crian\u00e7as com S\u00edndrome de Down na Escola Prim\u00e1ria – em ingl\u00eas"},"content":{"rendered":"

Transcri\u00e7\u00e3o em ingl\u00eas do DVD – Pr\u00e1tica Inclusiva – Educando crian\u00e7as com S\u00edndrome de Down na Escola Prim\u00e1ria, do Down Syndrome Educational Trust, do Reino Unido
\nTrecho do v\u00eddeo: Sue Buckley “Comparando a escola especial com a regular, quando vemos os resultados para esses indiv\u00edduos, quando adolescentes, as crian\u00e7as que estiveram no ensino regular est\u00e3o mais de 2 anos \u00e0 frente na linguagem falada, mais de 3 anos \u00e0 frente nas habilidades de leitura e escrita, t\u00eam ganhos significativos de matem\u00e1tica, melhores conhecimentos gerais e s\u00e3o melhor inclu\u00eddos em suas comunidades sociais fora da escola, al\u00e9m de mostrarem menos problemas de comportamento.”<\/strong>
\nhttp:\/\/www.downsed.org\/practice\/transcripts\/downsed-primary-inclusion-transcript.pdf<\/a>
\nInclusion in Practice: Educating children with Down syndrome at primary school
\nTranscript<\/p>\n

Section 1 \u2013 Introduction
\nTime [min:sec]
\nNarration\/soundtrack
\n00:00
\nEwan Butterworth, “Oh…Oh\u2026OK”
\nJan Pereira, “And this one, do you know what we are going to do with this one”
\n00:11
\nThe inclusion of children with Down syndrome in mainstream schools is now commonplace in many countries around the world.
\n00:16
\nIn the UK, over three quarters of children with Down syndrome attend their local primary school. Many go on to continue their education in mainstream secondary school.
\n00:27
\nThe benefits for these children and the success of their placements depend on a wide range of factors.
\n00:34
\nThis video aims to highlight some of the keys to successful inclusion, based on the experience of schools in Portsmouth.
\n00:42
\nPortsmouth was one of the first cities in the UK to adopt a policy of inclusion for children with Down syndrome. Since 1988, most children in the city have attended their local primary and secondary school.
\n00:56
\nDuring this time the local education authority has worked in partnership with The Down Syndrome Educational Trust, which is also based in the city.
\n01:07
\nThis video illustrates the principles of effective inclusion by focusing on five of the children with Down syndrome included in Portsmouth primary schools from Year 1 to Year 6.
\n01:17
\nAlongside footage filmed in the classrooms, it includes contributions from the various people involved in each child\u2019s education \u2013 their parents, teachers, learning support assistants, special educational needs coordinators and head teachers.
\n01:32
\nIt also offers the perspectives of psychologists from the local education authority and The Down Syndrome Educational Trust who have both played a key role in supporting schools in the local area over the past two decades.
\n01:47
\nThe video starts with a summary of the benefits of inclusion, before considering some of the ways schools can plan ahead at the start of a child\u2019s placement.
\n01:56
\nIt then focuses on approaches to enable each child to access the curriculum taught in the primary classroom, with sections offering specific advice on numeracy, and language and literacy.
\n02:08
\nThe video then looks at the social aspects of inclusion, with sections on encouraging friendships, appropriate behaviour and independence. It concludes with some final comments on the impact of inclusion.<\/p>\n

Section 2 \u2013 The benefits of inclusion
\nTime [min:sec]
\nNarration\/soundtrack
\n02:39
\nSue Buckley
\nHere in Portsmouth we\u2019ve been including youngsters in mainstream schools with their peer group since 1988, and in that time, we\u2019ve clearly seen the benefit for individual children and for the schools they\u2019ve been in \u2013 and this is what teachers have reported back to us.
\n02:57
\nIn addition, and maybe more importantly, we\u2019ve collected research data from a number of carefully designed studies\u2026and we\u2019ve been able to compare children of similar abilities and similar family backgrounds who have gone either into an inclusive mainstream placement or into the traditional special education class.
\n03:22
\nWhen we\u2019ve looked at outcomes for them when they\u2019re teenagers, by that stage the children who\u2019ve been in mainstream classes are more than two years ahead with their spoken language skills, they\u2019re more than three years ahead with their reading and writing, they have significant gains for maths achievement, they have better general knowledge, they\u2019re more fully included in their social communities outside school and they show fewer behavioural difficulties.
\n03:54
\nNow those are all very significant gains, and for the spoken language we don\u2019t only have a measurable gain in them using better and more complete sentences, they also speak more clearly.
\n04:09
\nWe think there are probably two main factors involved in the benefits we\u2019ve measured. One is simply the immersion with the other children, children who talk properly, who are also roles models for learning to read, learning in the classroom, role models for age-appropriate social behaviour. We think that\u2019s a large part of the benefits that we see.
\n04:34
\nThe second part is the fact that it is easier to adapt the curriculum to meet the children\u2019s specific learning needs in a mainstream classroom.
\n04:44
\nKen Bowen
\nAnd anecdotally, we\u2019ve seen the benefits in all kinds of ways. I guess I would pick out language development being key, social skills development crucially, early literacy development, we\u2019ve seen the benefits there for children being included in mainstream.
\n04:58
\nBut for me, it goes beyond just what happens in the school day. By being included within the local mainstream school, that child is also included as a member of the local community. They are not the isolated boy or girl down the road who goes off to a different school. So they become the children who play with the neighbours, get invited to birthday parties, and the benefits of that are enormous too.
\n05:19
\nTracey Parkin
\nWell, I was aware of the evidence that putting them in mainstream schooling was better for them to cope in life outside of school really. And I wanted her to be part of the community. Her elder sister went to the local school, and I wanted her to go to the local school and have local friends.
\n05:37
\nDebbie Hayes
\nI really wanted Conor to go to the same schools as his brother and sister and to be a part of the community and that was my main decision for wanting him to go through to the mainstream, so people, the children around would get to know him and that his communication skills would increase within that system as well.
\n06:02
\nSuzanne Drummond
\nI felt that Ewan would be known to his local community, that was the main thing\u2026I wanted people on the street to look at Ewan and know he was Ewan, Callum\u2019s brother, Michael\u2019s brother, our son.
\n06:16
\nMax Walker
\nThe whole reason for Joe going in mainstream was that Joe was going to, as I\u2019ve said before, was, we would hope that Joe would pick up from his peer group the social skills and the interaction with his classmates, with the classmates, and develop as you would expect a child to do, because an awful lot of what they do at that age is very much what you see, you know they copy, they copy how others behave, they copy how others interact with each other.
\nTeaching Assistant, “And read the next bit.”
\nSarah Plater, “In the garden”
\nTeaching Assistant, “Right, so it\u2019s\u2026”
\n06:53
\nGwen Shaw
\nIt\u2019s a joy to go to Sarah\u2019s school now and to listen to what they\u2019re saying, to see all the other children relating to her and all the positive things they say. And she just adores school, she just wants to be there, so proud of the school as well.<\/p>\n

Section 3 \u2013 Planning ahead
\nTime [min:sec]
\nNarration\/soundtrack
\n07:24
\nKen Bowen
\nI think when you\u2019re looking at a placement for any child with additional needs, preparation is the absolute key. It\u2019s not always easy, because sometimes people change their minds and sometimes people move into an area, but wherever possible we try to plan very early for a child going into a school or transferring schools.
\n07:40
\nSo the local authority\u2019s job is to make sure schools (a) know the child is coming (b) have all the information about the child\u2019s particular needs, and that we can begin to facilitate initial planning meetings between schools and those who know the child.
\n07:57
\nGillian Bird
\nThe school will need to find out how the placement is going to be funded and supported from the LEA and from other services, such as speech and language therapy, occupational therapy, other physical services, sensory services for children with hearing impairment and\/or visual impairments. And also to think about what training their staff are likely to need.
\n08:24
\nNow most of that information will be on the child\u2019s statement but it will probably be reassuring to start meeting real people and finding out what they have to and where they can start get help and training and support from.
\n08:41
\nKen Bowen
\nWhat\u2019s crucial is that from an early stage, schools are clear about what support needs to be put in place to meet a particular child\u2019s needs, what elements of that support come from the school\u2019s delegated budget and what additional funding is going to be made available to them. They need that information early so that they can start planning how they are going to use the support, how they are going to deploy staff, and if necessary, recruit staff.
\n09:04
\nGillian Bird
\nThe next area will setting the school up so that the school can deliver this in an inclusive way and with the whole school on board, for the child and all of the children in the school. And we find that it is really helpful for somebody to go into a staff meeting before the child arrives and allow people to talk and ask questions and also to present the information about why the child is coming to this school and the long term benefits of inclusion.
\n09:36
\nJulia Knowles
\nI think it\u2019s about having an open mind to begin with, it\u2019s seeking, you know, professional advice from people who have got that wealth of experience in a variety of contexts, it\u2019s listening to them. It\u2019s also working very much as a team, it\u2019s not an individual teacher that\u2019s working with the children, it\u2019s actually the whole team across the school that\u2019s working with them. It\u2019s having that training before children arrive in school. We were lucky because we knew the children were going to be arriving with us, we were able to put in whole staff training in the term before they actually arrived in school. I think it\u2019s that preparation that\u2019s so key to a successful inclusion of the child.
\n10:15
\nIt\u2019s about all staff understanding the needs of the child, it\u2019s not just the one class teacher that that child\u2019s going to come to. And by all staff I mean dinner staff, reception staff, everybody in the school having an understanding. Also building up a very close liaison with parents.
\n10:33
\nGillian Bird
\nThen the next area is finding out about the child that\u2019s coming to the school and that would mean going to visit the child, meeting with the family, setting up a friendly relationship with the family that\u2019s going to be the foundation for good communication.
\n10:50
\nSuzanne Drummond
\nI think there really does have to be a dialogue between school and parents\u2026you know, there\u2019s a conversation going on and that it\u2019s a two way process and they\u2019re listening to you and you\u2019re listening to them.
\n11:02
\nTony Murray
\nThat\u2019s been a very important issue and the parents have been very supportive and right from the very beginning they\u2019ve been involved, meeting us regularly, regular contact with the class teachers, and I think maybe they\u2019ve maybe been very positive as well about Conor being placed in mainstream. Obviously that\u2019s what they wanted and as I say, they\u2019ve been very positive and very supportive
\n11:21
\nDebbie Hayes
\nAnd we went in for interviews and introduced Conor to the school. Initially the teachers there were a little bit apprehensive because they hadn\u2019t had a child with Down syndrome there before, but it went really well, you know, we met up, they came to the nursery, we went into the school with Conor until they got to know Conor, and they realised, you know, that we were adamant that that\u2019s the place we wanted him to go to.
\n11:55
\nTracey Parkin
\nWell we had meetings with the school, so we made it very clear about what it was we wanted for Bronwen in school. We really emphasised the importance of appropriate age behaviour and that we wanted her to be treated as much as possible as an equal, so we didn\u2019t want her to be babied, and the fact that because she wasn\u2019t able to communicate didn\u2019t mean that she didn\u2019t necessarily understand what was going on.
\n12:20
\nKen Bowen
\nTeachers are passionate about wanting to promote the development and learning of all the children in their class. And when you are asked to include a child with additional needs in your class, the feeling can be, I\u2019m not sure that I\u2019ve got skills and the competence and I know what to do to enable that child to succeed. And there\u2019s also sometimes the anxiety about well, what impact will having that child in my class have on the achievement and learning of all the children? Will I have to devote a lot more attention to that child and will I be stretched then to give other children the attention they need? And teachers then need reassurance about the support that\u2019s available to them, the training that\u2019s available to them, and the ongoing consultative support they might get from partnership services.
\n13:03
\nJulia Knowles
\nIt\u2019s about seeking advice from professionals, being open minded, being accepting of the fact that these children are very capable children, you know, but we just need to make sure we\u2019re providing them with the correct level of challenge.
\n13:16
\nIan Lapworth
\nThe most important thing is getting together with the people that have done it already, you know, just that important, valuable information from the person that\u2019s had the experience already, and I think that interaction with the person who has already been involved is critical.
\n13:38
\nGeorgina Tuzemen
\nThere is support there in terms of learning support assistants, your SENCOs, outside agencies and that I think ultimately that every child is an individual, and every child has needs in my class, I think recognising that they are all special, but wanting them to feel a part of that class environment.<\/p>\n

Section 4 \u2013 Learning in the classroom
\nTime [min:sec]
\nNarration\/soundtrack
\nMeeting individual needs
\n14:15
\nSue Buckley
\nIn order to achieve the positive outcomes for children with Down syndrome that we know can be achieved in mainstream school I think there are two things to stress. That the young person needs to be fully included in the social life of the school, and secondly that teachers need to know how to adapt to the child\u2019s particular profile of strengths and weaknesses.
\n14:43
\nWe are always very keen to base our advice on evidence, and in the past 15 or 20 years there\u2019s been accumulating evidence that the children have a particular profile of strengths and weaknesses we can use to plan for them.
\n15:02
\nThe key points from this profile are that the children have good social understanding relative to their nonverbal abilities. They have good independence and practical skills over time. And both their social understanding and their practical independence stand them in good stead for coping in mainstream settings.
\n15:26
\nOn the weaknesses side, the children have specific delay in spoken language \u2013 they understand more than they there are able to communicate verbally and this can be very frustrating for them at times.
\n15:40
\nIn addition, they have verbal short-term memory delay, but they\u2019re better at learning visually. Their visual short-term memories are better than their verbal memories.
\n15:52
\nIf we take the speech and language and verbal memory delays together then the message is we need to support everything in the classroom visually. We need to use signs, pictures, print, present information on the computer, to make sure the child has every opportunity to access what\u2019s going on in the classroom.
\n16:13
\nAnd it\u2019s also important for teachers to remember that we need to give them ways of showing that they understand by pointing or choosing the right answer.
\n16:22
\nIn addition to taking account of the speech and language delay in adapting the curriculum improving their spoken language should also be a specific target.
\n16:34
\nFortunately for many children with Down syndrome reading is a strength, so immersing them in literacy activities in the classroom \u2013 all the teaching of reading, writing, spelling, phonics \u2013 will not only help the children to learn to read, it\u2019s also a powerful way to improve their spoken language.
\n16:56
\nMany children will also have some degree of hearing loss \u2013 as many as 4 out of 5 youngsters have hearing loss in their early years. Also many children with Down syndrome wear glasses. So advice from sensory impairment may be important for the children. They will also have delayed but these will steadily improve with practice and with full inclusion in physical education. They will also usually be small in stature for their age, so may need smaller chairs and other adaptations.
\n17:18
\nMost children with Down syndrome will have some degree of motor delay for their age, and their motor development will improve slowly and steadily whether we\u2019re talking about gross motor skills or fine motor skills for handwriting. It will improve with practice and being involved in all the activities in school.
\n17:41
\nWhile most children with Down syndrome will show this pattern of strengths and weaknesses to some degree, it\u2019s very important to remember that they\u2019re all individuals with their own pattern of abilities, likes and dislikes, so while taking account of this profile it\u2019s very important to plan for each child as an individual.
\n18:00
\nGillian Bird
\nIt\u2019s important to remember the children\u2019s social learning strengths and, well, the children will gain from some quite focussed targeted practice and opportunities for lots of practice throughout the day. They will also gain from working in a small group, even though it may seem like they\u2019re easily distracted. Many of the children will be easily distracted, but working with a group and seeing other children work will get them back on task and keep the activity going for longer, as well as giving them lots of opportunities to learn from their peers.
\n18:37
\nThen you can also have general advice for teaching literacy and for teaching number skills and for applying those skills across the curriculum. Then much of the advice after that will be individual because the children are all different and at different ages and at different stages.
\nThe classroom team
\n19:02
\nGillian Bird
\nFor a particular child, I like to work with the class teacher, with the half-termly plan or the weekly plan for that actual class, and then with the knowledge that we will both have about the child, putting those two together. So we will know what the child likes to do, what motivates the child, what his or her strengths are, how much the child understands, how much the child can participate verbally or whether the child has to participate in other ways by handing pieces of paper or card or using other resources.
\n19:47
\nJulia Knowles
\nAs we\u2019ve grown to know the children, just as with any other child, you know what things will motivate them, what things that they will find difficult, and they will perhaps need a slightly different approach. And also, you know, the children are just children and they can be cheeky and they can drag their feet and that sort of thing and it\u2019s when to be appropriate in giving them the appropriate push, you know and demanding from them something.
\n20:09
\nJulia Knowles
\nI think it has been developing an understanding of just what she\u2019s actually capable of and I think it\u2019s also about remembering at all times about the visual nature that is needed. It\u2019s about looking at what the other children are going to be doing and then making sure that that can be made accessible and that she will actually make progress with that. But she takes a full part in everything that we do.
\n20:31
\nBeth Tressider, “So how much have we got?”
\nBronwen Parkin, “Five” (indistinct)
\nBeth Tressider, “Five. Can you write five down there?”
\n20:38
\nGeorgina Tuzemen
\nThe curriculum has to be differentiated incredibly, but at the same time, it was really important, and this was following on from the work from the previous teacher, that Bronwen at all times did feel included, and that whilst tasks need to be differentiated for her, it wasn\u2019t necessarily so obvious. And, as you\u2019ve seen, Bronwen is very much integrated into class life in that she might work quite a lot with myself or her LSA, but equally, she will work with groups or in a pair, and the children are very keen to have that interaction.
\n21:08
\nGeorgina Tuzemen, “What have you got Bronwen?”
\nBeth Tressider, “What have you got?”
\nBronwen Parkin (whispers) “Five”
\nGeorgina Tuzemen, “Didn\u2019t hear that.”
\nBronwen (louder) “Five”
\nGeorgina Tuzemen, “Five\u2026”
\n21:17
\nBeth Tressider
\nIf there\u2019s something that Bronwen\u2019s not actually grasped in the lesson, then we\u2019ll go away, we\u2019ll think, well OK, we didn\u2019t get it this way, is there another way, maybe a visual way we could get Bronwen to learn, is there something on the computer that would help her, is there another resource maybe we could borrow from somewhere?
\n21:41
\nIan Lapworth
\nI mean the most, the most difficult, the most difficult issue is knowing what he understands and what he doesn\u2019t, with the communication difficulties. And once, once I\u2019d got an idea, and it took me quite a while to get an idea of exactly how much he can do and how many, how many problems he has, and once I\u2019d got that, once I\u2019d got that in my head what he could do, that made life quite a lot easier because I could get down to differentiating work, right to a very basic level\u2026
\n22:14
\nIan Lapworth
\nAnd I think as long as it\u2019s visual or physical, it helps, it helps for Joe. If, if there\u2019s any sort of abstractness about it, it loses, it loses its value. So anything, anything physical, pictorial or physical as well, that he can actually do. Science is a good example of that one, he can access that really well and enjoy it because he can actually physically do it
\n22:46
\nZoe Lamb
\nWe have meetings every Wednesday because we get given lesson plans and me and sort of either the class teacher or other LSAs, we have a meeting to discuss what sort of things we can do, you know, to sort of\u2026so he can access the curriculum but obviously at a lower level, and they\u2019re really helpful because you can sort of bounce ideas off each other.
\n23:06
\nIan Lapworth
\nGiving the LSAs time to plan and to have the, have the lesson plans well in advance, which isn\u2019t always easy, but to, but to get them to have all that work in advance and then to have some time to sit down and plan it and for me to, for me as well to sit down and think how I can take it down to that level. So it\u2019s, it\u2019s really you know, the difficulty was getting the time to put all that into place.
\n23:38
\nGillian Bird
\nThe model would be that the teacher is responsible for the child\u2019s learning in the classroom, as she or he is for every other child in the classroom. And the planning and the thinking is the teacher\u2019s responsibility with support from the SENCo. Now the parents and of course the assistant know the child really well and the assistant will make his or her own discoveries about what motivates the child and how things work best, so it will become more of a two way process.
\n24:10
\nGillian Bird
\nThe assistant will have the responsibility usually of making or finding resources to support the planning, and the activities and what the child likes to do and how things work best.
\n24:20
\nLiz McDonald-Woods
\nEach, each week I\u2019ve met with the LSAs that work with Conor and each week I\u2019ve talked about what is on the plan for the curriculum the next week and with their knowledge, which is far superior to mine in terms of his needs, we\u2019ve been able to say, OK, Conor can access that part of it, but not this bit, so we\u2019ve had to adjust, make resources perhaps, use other resources from around the school, and by meeting weekly we\u2019ve been able to give the LSAs the time that they need in order to build that bank of resources up.
\n24:50
\nSue Richardson
\nWell, the planning session, as I\u2019ve already said, are really useful, because that means if I know, for example, like this morning\u2019s activity we discussed in advance, we already knew what he could do, and what he can\u2019t do. It also means because it\u2019s a Year 6 class and they\u2019ve been doing SATS, that if there are things he can\u2019t do, there are opportunities for me then for me to do speech therapy and the other things that need to be done, so we tend to block those in then.
\n25:17
\nLiz McDonald-Woods
\nBy Year 6 we\u2019ve got children who are working at Level 5, and possibly into Level 6, so there\u2019s a huge spread academically within a class, and Conor\u2019s needs being as they are, it meant that we had a much wider range and resources for example wouldn\u2019t be available for Conor. Thankfully in a primary school, we can delve into resources from younger age groups which are perfectly suitable for Conor.
\n25:41
\nSue Richardson
\nWe\u2019ve got the picture clues that we use first so he knows what lessons we\u2019ve got. We just adapt everything, I mean, lots of visual stuff is the main thing, and lots of visual clues and lots of talking and not a lot of writing.
\n25:52
\nConor Hayes, “\u2026chimney”
\nSue Richardson “It\u2019s got a chimney.”
\nLiz McDonald-Woods, “What have you seen?”
\nConor, “Chimney”
\nLiz McDonald-Woods, “Chimney, you\u2019ve seen a house with a chimney?”
\n26:00
\nLiz McDonald-Woods
\nSo it\u2019s been quite an informal strategy but it does seem to have worked. You know, it\u2019s taking each day, each week as it comes and from my part, not getting too anxious about it, just to say, you know, each child has different needs and just with any child, we try and tackle their needs in the best way possible.
\n26:16
\nTony Murray
\nI think you\u2019re learning all the time really, we know Conor extremely well now obviously. I think the more you get to know Conor, the more you realise his needs and your skills do develop and you start to identify things that you don\u2019t know and you need a bit of training with or you need some help with from outreach centres and so on.
\nSupport, planning and communication
\n26:36
\nKen Bowen
\nI think as the placement goes on, what schools need is ongoing support from people with expertise in that area. It\u2019s having that support available on a regular, planned basis but also available perhaps just at the end of a telephone for consultancy. We\u2019re running into this difficulty, we\u2019ve run into this problem \u2013 a quick bit of advice to nip things in the bud is sometimes what\u2019s needed
\n26:57
\nGillian Bird
\nThe planning can be done through the formal IEP meeting with parents, and the SENCo, teacher and the assistant, or it can be done informally, going into school and meeting with people. But the parents should be involved somewhere as they always have something really useful to say. They\u2019ve been observing and interacting with their child for much longer than teachers or assistants, and their involvement is really important for the progress of the children. Similarly, the teacher sharing what\u2019s been happening in the curriculum at school with the parents, so the parents can make meaningful activities, or just out and about doing things, drawing in some of the ideas the child\u2019s been using.
\n27:50
\nKaren Young
\nWe\u2019ve built up a real trust with parents, that\u2019s not always been easy but I think it is really important that even at times when you think, this is going nowhere, that you persevere with that and I think that\u2019s made them being in school so much easier. We can, we often phone them and if things need doing we will re-jig things, they give permission for the children to go out and do something completely different. We need to do that, if we haven\u2019t got that relationship with the parents then we don\u2019t really feel that we\u2019re making any progress ourselves, I think that\u2019s been hugely important, something that we hadn\u2019t anticipated when they arrived with us, we thought it was just our job in a way to educate and to pull all the services together, but actually, the parents have become almost one of those services and we need them desperately to be involved.
\n28:30
\nLiz McDonald-Woods
\nEach day even though Conor may insist on walking down the stairs on his own and being ready to greet his parents at the end of the day, each day an LSA will be there on hand to pass on any messages, to say there are messages in his book bag for example to take home, for example to ask for his wheelchair to be brought in because we\u2019re going on a trip the next day, whatever, so, day to day communication between school and home goes on. 28:52
\nMax Walker
\nWell there are two lots of communication, obviously the first one is that sort of day to day passage of information about what\u2019s going on with Joe, and then above and beyond that, it\u2019s meetings with the teacher and the head to discuss what we\u2019re going to do in terms of his development plan or to discuss his progress when we have a gathering with people from, you know, speech therapists and the like, it\u2019s not just within the school.<\/p>\n

Section 5 \u2013 Progressing number and maths
\nTime [min:sec]
\nNarration\/soundtrack
\n29:38
\nGillian Bird
\nGenerally speaking, learning about number is quite difficult, or can be quite difficult, but some children are very motivated by numbers and do quite well in learning about numbers and enjoy maths.
\n29:51
\nJan Pereira, “How many do you think we need there?”
\nEwan Butterworth, “One…Two…Three…Four”
\nJan Pereira “How many all together?”
\nEwan, “OK\u2026 One…Two…Three…Four\u2026Five\u2026Six\u2026Seven\u2026Eight.”
\nJan Pereira “Can you write that in there for me?”
\nEwan, “I can\u2026”
\n30:10
\nGillian Bird
\nBasically, the children are going through the same stages as other children, but will need much more practice at each stage. And so the children who find numbers motivating and who have families that play number games and talk about numbers and classrooms where the number experience is as big as the language and literacy experience through wall displays and discussion and practical activities, will do well, they\u2019ll do better.
\n30:41
\nEwan Butterworth, “…Three…Four\u2026Five…”
\n30:46
\nGillian Bird
\nThe children are helped by having images and pictures and signs that tie in with concepts, new ideas that they\u2019re learning as they will do in other aspects of the curriculum. And there are some structured number teaching systems which really match their learning strengths and weaknesses.
\n31:11
\nGillian Bird
\nOne in particular is the Numicon system, which is very structured and uses the children\u2019s good visual memories and applying of visual images linked with their understanding of the number system. And that\u2019s popular and effective in helping the children to learn alongside participating in the curriculum and learning about number with everybody else.
\n31:43
\nSue Richardson
\nOn the numeracy side, I really thought by Year 2 he was never going to be able to count or do anything. I\u2019d almost given up because we\u2019d spent 3 years working really hard on number work and it was going nowhere, but he can now count to 89. I mean, I just go, \u2018wow\u2019 when I see that because I just think that\u2019s incredible.
\n32:04
\nSue Richardson
\nI think the Numicon programme with the numeracy has been really valuable, because that\u2019s helped Conor access numeracy, which is something he found really difficult and he\u2019s made good progress with that. He still has problems with numeracy that I think he always will, but, he\u2019s made huge progress.
\n32:23
\nBronwen Parkin, “\u2026Four”
\n32:28
\nJulia Knowles
\nWe were involved in the Numicon project and that made us realise very soon, early on that it had to be a visual approach, that it had to be a concrete approach for the children. And it was about differentiating the curriculum with that in mind, making sure that we were making it visual, and we were making it accessible to, to the children.
\n32:48
\nBronwen Parkin, “\u2026equals six”
\nBeth Tressider, “Equals six. Ten takeaway four equals…?”
\nBronwen, “\u2026equals six.”
\nBeth Tressider “Fantastic.”
\nBronwen (turns spinner), “Five”
\n33:02
\nBeth Tressider
\nWe\u2019ve been working on fractions and found a website where you can actually put the numerator and denominator in and she\u2019s loved it, and she\u2019s been, we just sort of said, \u2018how many pieces are coloured?\u2019 and she\u2019s counted the pieces up, and \u2018how many pieces altogether?\u2019 and that\u2019s given her the fraction. And because she\u2019s actually doing it herself and it\u2019s not just looking at a piece of paper, she\u2019s really enjoyed it and she\u2019s actually grasped what she was supposed to be doing.
\n33:31
\nBeth Tressider, “\u2026it\u2019s not may sweets is it?”
\nBronwen Parkin, “No.”
\nBeth Tressider, “It\u2019s only one.”
\nBronwen “One”
\nBeth Tressider, “Are there many sweets here?”
\nBronwen, “Yes.”
\nBeth Tressider, “How many?”
\nBronwen, “Erm, 10p…?”
\nBeth Tressider, “How many?”
\nBronwen, “5p”
\nBeth Tressider, “5\u2026It\u2019s not many. What about here?”
\nBronwen, “10.”
\nBeth Tressider, “10. Is there lots there?”
\nBeth Tressider, “What number are we starting with?”
\nBronwen, “20”
\nBeth Tressider, “20\u2026You find 20 on the number line? Good girl\u2026Brilliant. So what have we got to add on next?”
\nBronwen, “10p.”
\nBeth Tressider, “10p, good girl. So from here, we\u2019re going to count 10. One\u2026two\u2026”
\nBeth Tressider, “Which coin did we add next?”
\n(Bronwen taps 10p coin)
\nBeth Tressider, “10, good girl. And what did that give us?”
\nBronwen, “30”
\nBeth Tressider, “And then what did we add?”
\n(Bronwen selects 5p coin)
\nBeth Tressider, “And what did that give us? Bronwen. What did that give us?”
\nBronwen, “35”
\nBeth Tressider, “And then what did we add on?”
\nBronwen, “The one”
\nBeth Tressider, “Which gave us?”
\nBronwen, “36”
\nBeth Tressider, “well done\u2026Look, you\u2019ve just done all of this. You\u2019ve added all of those coins together \u2013 isn\u2019t that fantastic.”<\/p>\n

Section 6 \u2013 Developing literacy and language
\nTime [min:sec]
\nNarration\/soundtrack
\nIntroduction
\n35:06
\nNicky Skinner
\nFrom Finlay\u2019s learning point of view, he\u2019s done really, really well, because he came into school babbling and he\u2019s in end of Year 1 now and he can talk quite coherently, makes himself very well understood and I think that\u2019s thanks to being included in a school where he\u2019s been treated like other members of the class and he hears the children talking, and adults are talking to him.
\n35:27
\nRachel Canavan
\nI think he has a lot of innate ability. He can read very, very well.
\n35:34
\nTeacher, \u2018”Please do not hurt me, Mr Lion”, the little mouse said, “One day I may be able to help you.” The lion laughed and laughed but he let the mouse go.\u2019
\n35:46
\nRachel Canavan
\nNot just for his age group, but amongst his peers in the class he is one of the top readers. That has helped him immensely. Sometimes you think he\u2019s not really listening on the carpet, but when you ask him, you find that he does understand”
\n36:05
\nFinlay Gray, “\u2026I can help you”
\nRachel Canavan, “He does say \u2018I can help you\u2019. Who says it?”
\nFinlay, “The mouse”
\nRachel Canavan, “The mouse. What\u2019s the mouse doing?”
\nFinlay, “Eating the rope”
\nRachel Canavan, “Eating the rope\u2026”
\n36:16
\nRachel Canavan
\nBecause basically he does the same work as everybody else, we don\u2019t really differentiate a lot between what he does and what the other children do, except in the very beginning where when he was learning to read and write we would do a lot of word matching, and that helped him enormously, that really was very efficient way of teaching him to read.
\n36:41
\nRachel Canavan
\nBecause he wasn\u2019t speaking in sentences, I felt that reading was showing him, you know, that sentences exist if you know what I mean, that words have a relationship with each other, Because, I\u2019m not sure that he actually understood that putting letters together to make words, you know, what that process was, whether he actually saw them as words or individual letters just standing next to each other. So I think reading helped him to see, you know, sentence construction and also, matching sentences, making the words go together, that was very helpful.
\n37:17
\nFinlay Gray, “\u2018You are too small to help me\u2019 said the lion.”<\/p>\n

Literacy skills
\n37:33
\nGillian Bird
\nThe children need a really comprehensive package for developing their literacy skills in all areas, and tying those in with their language learning.
\n37:45
\nJan Pereira, “Put your hand up.”
\n(Ewan Butterworth puts hand up)
\nJan Pereira “So what\u2019s your goat going to wear?”
\nTeacher, “Ewan, have you thought of one?”
\nEwan, “Coat”
\nJan Pereira, “Your goat is wearing a coat.”
\nEwan (signs and says), “Goat\u2026coat”
\nTeacher, “Once there was a goat who was wearing a coat. That\u2019s a good one isn\u2019t it? That\u2019s quite funny because goats don\u2019t normally wear coats do they? Which one do you think we should write down for our fist line?”
\nClassmate, “Ewan\u2019s”
\n38:12
\nGillian Bird
\nIf you think of a young child starting school, it would be to emphasise the importance of being a part of all of the teaching that all of the children are experiencing. Definitely being included in phonic teaching activities. We need the children\u2019s phonological awareness to improve and develop and that will be helped through all phonic activities. From learning about letter sounds, saying the letters, hearing themselves say the letters, seeing how letters and sounds work in phonically regular words, and so on, following through the same programme of activities as other children, OK, but some of the children will find that more difficult to do, but it is important to do.
\n39:05
\nTeacher, “\u2026and then write something about what he is doing. Have you got another idea Ewan?”
\nJan Pereira, “What did you say happened to the goat?”
\nEwan Butterworth, “The goat\u2026in the boat\u2026and he fell down and splash in the water\u2026and, and swim.”
\nTeacher, “He was swimming in the water was he?”
\n39:26
\nGillian Bird
\nSimilarly, they\u2019ll learn to spell and you\u2019ll want spelling with word families that use the structure of the letters in the words as well as learning to spell useful words or function words, and learning to spell the words that they can read independently through their reading books.
\n39:50
\nGillian Bird
\nAnother consideration is how to get them started, and that would be with whole word reading, just for the reading part, to realise that words, whole words, have meanings. That would be done by word matching games, using word cards and the variety of games and activities around that, a variety of books and schemes and materials that the children can succeed with and to continue to develop their phonic skills so that they will become able to read words they\u2019ve never seen before and to spell words and to write independently.
\n40:34
\nGillian Bird
\nAnother area is reading comprehension which we would tie with language comprehension and you could be building these two together with an advantage for language that\u2019s in print because it doesn\u2019t disappear, whereas the children are more likely to forget what\u2019s said to them. So you\u2019ve actually got a slight advantage for literacy understanding compare with spoken language \u2013 doesn\u2019t disappear and you have time to explain what it means through discussion through using pictures and other resources.
\n41:09
\nGillian Bird
\nAt the sentence level, when the reading activities can be tied with their sentence comprehension and you can use advice from the speech and language therapist to go with that and target some sentences. You know, for example, if you\u2019re working on understanding past tenses you can look out for those in your reading books. Or pronouns, and put a bit of extra discussion around those, so that you know the child understands.
\n41:40
\nGillian Bird
\nThat will go along quite nicely and then, for, as children become more skilled they\u2019ll be working at text level comprehension, which is lot more difficult, where you know, you have to extract meanings from the sentences and remember it and understand. Now that\u2019s\u2026the teachers are of course more familiar with that because they\u2019re doing that for all children and the techniques will be the same as those you\u2019d use for all children, where you need to think carefully about what they\u2019ve read, have strategies for remembering and building on what they\u2019ve read\u2026<\/p>\n

Writing skills
\n42:26
\nGillian Bird
\nOften the children are delayed in their motor, fine motor development and, so handwriting is a bit later to develop. I say that not to sound negative but for people not to worry if it doesn\u2019t come easily during the infant years. Some children it will, some children will really take off with their handwriting at seven or eight, or nine, and you just keep going. It\u2019s practice, the more practice they have, the faster they\u2019ll go. And you want motivating practice, you want them to enjoy what they\u2019re doing and to do lots of practice at home and at school and in unstructured ways as well as in formal handwriting practice.
\n43:12
\nGillian Bird
\nSo that will develop, and then there are other ways that you\u2026for helping the children to write using words and using their language skills. And that can be done with pieces of paper or card with whole words that can be rearranged for real, or using computer programs such as Clicker 4 or 5.
\nLanguage skills
\n43:44
\nSue Richardson
\nConor could only say \u2018dad\u2019 and \u2018mum\u2019 when he came to school, so the progress he made was very, very quick.
\n45:53
\nSue Richardson, “Describe the trees.”
\nConor Hayes, “The trees”
\nSue Richardson, “What are they like?”
\nConor, “Erm\u2026trees is apple.”
\nSue Richardson, “Apples trees.”
\nClassmate, “Are they apple trees?”
\n44:05
\nSue Richardson
\nSocially, that happened within the first term of being at school. He started speaking to the other children because he wanted to play with them and they were talking to him and they were talking back.
\n44:15
\nClassmate, “Dirty brown smoke billowing out of the chimney tops. Do you like it or shall we change it?”
\nConor Hayes, “Change it.”
\nClassmate, “Change it? OK\u2026Shall we change the colour of the smoke? What colour smoke shall we have?”
\nConor, “Red.”
\n44:27
\nSue Richardson
\nHis speech has improved immensely, he now speaks quite clearly in sentences and can make himself understood.
\n44:35
\nClassmate, “Dirty red smoke billowing out of the chimney tops.”
\nSue Richardson, “What do you think? Good, bad?”
\nConor Hayes, “Good.”
\n44:45
\nTracey Parkin
\nGetting other people to understand her speech has always been a big challenge. By the end of the school year, the teacher has got tuned into most of her speech, and the class have. Bits and pieces, they still struggle, conversation is still an issue but clear statements of fact are OK. And one of the things we worked with to deal with that was to get her into small groups for her reading, especially infant school, and get the best readers to sit with Bronwen to realise that actually, one she could read, and two, when she was reading they could actually understand what she was saying, so they could tune into the way that she said her words
\n45:22
\nBeth Tressider
\nI think a lot of staff found it hard to understand what she was saying \u2018cos she wasn\u2019t very clear, she would speak very fast but we\u2019ve sort of taught her, “slow down, if we can\u2019t understand, tell us again, sign to us, until we can grasp what it is you\u2019re actually saying\u2019\u2019
\n45:44
\nGeorgina Tuzemen
\nWell I wanted Bronwen to be able to articulate what it is she wanted to say, wanted to be able to do. And I think I found that quite frustrating, not always being able to understand, but I\u2019m sure it\u2019s far more frustrating for Bronwen. So that was certainly a challenge, but I\u2019m pleased to say that after a year of being with Bronwen, her speech has improved incredibly. And it was a case of working at other ways that Bronwen could communicate and learning from modelling by myself or by looking at other pupils, how it is appropriate to gain my attention, and how to ask for help and that sort of thing
\n46:16
\nIan Lapworth
\nWith Joe in particular, his communication problems have been difficult, but in the time that I\u2019ve had him, whether I\u2019ve just tuned into his way of speaking, I think he\u2019s come on in leaps and bounds and I hear him saying clear sentences and it\u2019s been a real revelation for me and a great experience.
\n46:39
\nJoe Walker, “Mrs Lamb\u2026the same.”
\n46:41
\nZoe Lamb
\nEvery Friday Joe has to go around and collect all the merit slips. He has to ask in an appropriate manner, you know, not being silly, he\u2019s got a sentence strip from a PECS board which says \u2018I want the merit slips\u2019, and he has to present that and say the sentence as well.
\n46:57
\nIan Lapworth
\nWe\u2019ve given him certain jobs around the school which, which sort of ensures that he has to go to other members of staff and talk to them. He\u2026erm\u2026we get him to go around and collect the merit awards at the end of the week so he goes to each class and he has to say, he has to ask for those cards in as clear a voice as he can
\n47:25
\nJoe Walker, “Mrs Lamb?”
\nZoe Lamb, “Yes?”
\n(Joe makes \u2018rubber\u2019 gesture)
\nZoe Lamb, “Oh, what do we need?”
\nJoe “Rubber.”
\n47:30
\nZoe Lamb
\nThey\u2019ve been told, you know, just talk to him like they would talk to anyone else, you know, \u2018morning Joe, how are you today?\u2019. You know, so it\u2019s getting him used to people talking to him and, you know, then he does actually now go up to people and approach them and say \u2018good morning\u2019 or \u2018what are you doing?\u2019 most of the time because he\u2019s nosey!<\/p>\n

Section 7 \u2013 Valuing friendships
\nTime [min:sec]
\nNarration\/soundtrack
\n48:00
\nGillian Bird
\nChildren will develop friendships by participating, by doing things with other children. So, to help them to do so, you need to plan for and set up experiences where they\u2019re interacting with other children. That doesn\u2019t just mean playtimes or lunchtimes or play situations, it means throughout the day. Most of the children\u2019s time is spent in the classroom, so how the child is sat, arrangements in groups really matter. A lot of the talking will be about the work, or the equipment they need for the work, or passing things, or sharing things. You can put that into the activities in the classroom. You need to find ways the children can participate together with the skills that the child with Down syndrome has. You can\u2019t make the child have skills that he or she hasn\u2019t got, so you have to make it achievable.
\n49:04
\nGillian Bird
\nAnd then there\u2019s a little bit of planning, or you might want to do more planning, or you might want systems for peer support or buddy systems. Or at the most planned level will be a circle of friends, but I think that\u2019s quite unusual because mostly the children do have friendships of different, you know, of all sorts of types and they just need a bit of help.
\n49:28
\nKaren Young
\nBefore the children arrived, we made sure that we had a weekly circle time and within our weekly circle time we discussed that we were having some children, and we explained that they had something called Down syndrome. They already knew the sister and brother of the children anyway. We explained who they were and we said that they may look slightly different but they weren\u2019t actually different and we made a point of, sort of, looking around the class and picking other differences, you know, red haired children and things like that, and saying how we didn\u2019t think they were different, they were just another child in our class
\n50:00
\nTracey Parkin
\nI was a bit concerned as to how the other children would respond to her, whether she would have friends, whether she would be completely isolated, because I am aware that they lose out on special friends as they go through schooling, and that\u2019s one thing they get from special needs school, but potentially don\u2019t get from mainstream schooling. So, I was a little concerned about that but actually it turned out to be completely unfounded.
\n50:21
\nKaren Young
\nThe other children have grown up with them, in essence. They\u2019ve known these children since they were four or five. They don\u2019t see them as different. You know, children grow up and they don\u2019t see differences in the same way.
\n50:32
\nTracey Parkin
\nWhat\u2019s nice about that is she\u2019s acknowledged – she\u2019s not ignored. And if she does walk around the school, you can hear this, \u2018oh hi Bronwen, hi Bronwen. What are you doing?\u2019 And to me that\u2019s really, really lovely to see her acknowledged. They may not understand her, they may not want to be her best friend, but she\u2019s not ignored and that\u2019s really, really powerful.
\n50:50
\nKaren Young
\nOur big concern, I know the parents\u2019 concern was they would be babied because actually they\u2019re quite cute. That hasn\u2019t happened and I think because the children in their classes don\u2019t allow that to happen, you know, if they\u2019re naughty, then there will always be one of their class telling you that they\u2019re misbehaving. Equally, they\u2019ll always have people to play with and I think that\u2019s really important, to try and keep them with children who don\u2019t see them as different is really important.
\n51:13
\nIan Lapworth
\nHe\u2019s well and truly accepted by all the other children in the class. His inclusion in the class benefits them enormously in all sorts of ways. But it also helps him, they\u2019re very good with him, they understand his problems. They\u2019ve been with him for some time and they know him very well, and they know what his needs are, that\u2019s helped him to adapt socially to the situation. I don\u2019t think he\u2019s had any problems at all.
\n52:46
\nMax Walker
\nFrom our point of view the most positive experience from schooling is the interaction with the children and he, understanding what social skills should be like and how he should be in school. And that was our main concern, that he went to a school, was that he was going into a mainstream school and he\u2019s very much learning from others how his peer group behaves and how they operate, and we\u2019ve been very lucky that, you know, they\u2019ve accepted him and he\u2019s then been very much included in everything that goes on.
\n52:22
\nIan Lapworth
\nHe\u2019s got also all sorts of good social interaction from them, by meeting them outside school, he\u2019s been to their parties and all those sorts of things, so the inclusion has been complete.
\n52:36
\nMax Walker
\nSo, that\u2019s really the great positive benefit, is that he doesn\u2019t disappear in a mini bus to go to some specialist school and then come back again \u2013 in the evening, he was actually at school with all the local children. When he went to Sainsbury\u2019s or wherever, they would all come up and say, \u2018hello Joe,\u2019 and \u2018how are you?\u2019
\n52:52
\nDebbie Hayes
\nConor, from day one I think, had a really good class of children there who initially noticed his differences but accepted him. And I think that\u2019s been one of the most positive things. And the focus that we wanted from day one and that was for him to be accepted like any other child.
\n53:21
\nLiz McDonald-Woods
\nHe\u2019s grown up with these children. He is very much part of their lives. They treat him in the same way as they do with all of their friends. He goes for sleepovers, he goes to parties so he\u2019s very much part of the class team. And I think the younger children, you know having just seen perhaps him from this year, the younger children accept Conor very much as part of school life.
\n53:44
\nDebbie Hayes
\nAll the children have grew up with him from the age of 4, they know him. If we\u2019re out locally, shopping, and they bump into him, they always say hello to him. You know, he\u2019s had a really positive schooling in his primary school because of that and he\u2019s got quite a few friends, a variety of different friends as well that live locally, you know, that we catch up with, which is really good for Conor.
\n54:11
\nLiz McDonald-Woods
\nFor example, earlier in the year we instituted a new situation of house teams in the school. Conor was voted as a house captain by his friends and he\u2019s now St Catherine\u2019s house captain and he\u2019s loving that challenge, he goes up and he accepts the cup, he cheers on his team at sports day.
\n54:31
\nLiz McDonald-Woods
\nHe\u2019s playing the major role, the part of Jacob in the school play, and the class decided, along with Conor, that was the role he should play.
\nSoundtrack of children singing from \u2018Jacob and sons\u2019 from \u2018Joseph and the amazing Technicolor dream coat\u2019
\n54:42
\nLiz McDonald-Woods
\nHe\u2019s the father of a family of twelve boys and he\u2019s loving it, he\u2019s absolutely loving it, he\u2019s up on stage, singing and clapping and dancing along with the rest of them. Very much included.
\nSoundtrack of children singing from \u2018Jacob and sons\u2019 from \u2018Joseph and the amazing Technicolor dream coat\u2019
\n55:01
\nSue Richardson
\nIt\u2019s absolutely fantastic to see him on the stage, and you know how from when we first started at school, I had to take him onto the stage for the first production and stand him there and practically sit with him, to now he\u2019s on the stage, on his own, getting on and off, up and down three or four steps and I\u2019m just there, I\u2019m just a spare part really!
\nSoundtrack of children singing from \u2018Jacob and sons\u2019 from \u2018Joseph and the amazing Technicolor dream coat\u2019
\n55:22
\nTony Murray
\nIf you look at what\u2019s now our Year 6 class who\u2019ve been with Conor since he was here right from the beginning, they have incredible skills. They don\u2019t patronise him at all, but they include him in everything. They\u2019re quite happy to have a moan at him like they would with any other child, but he\u2019s just one of the class, it\u2019s as simple as that, he\u2019s one of the class and that\u2019s been great, and that\u2019s their skills having developed over time.
\nSoundtrack of children singing from \u2018One more angel in heaven\u2019 from \u2018Joseph and the amazing Technicolor dream coat\u2019
\n55:48
\nKen Bowen
\nAnd children have shown us that by including children with additional needs in their class, they themselves develop all kinds of skills around tolerance, social skills, Perhaps develop their own language skills, because they are helping a youngster who perhaps doesn\u2019t find it as easy to express themselves, and they\u2019ll help them with their language development so in turn, their own language development matures and improves, so we\u2019ve seen all kinds of benefits and spin offs in that way.
\n56:11
\nJan Knowles
\nI think this is such a positive thing for children, I think it\u2019s understanding that all children are different, not just children with Down syndrome, and it\u2019s accepting those differences. It\u2019s about children understanding how they have to play with each other, and how to include other children.
\n56:29
\nKaren Young
\nThe impact has been that our children don\u2019t see them as anything but children at Solent Junior School. And I think that\u2019s the biggest impact, that we don\u2019t notice them and the other children don\u2019t notice them, and I think that\u2019s really important, they\u2019re just children like any other children.
\n54:40
\nKen Bowen
\nPeople with disabilities, people with different and additional needs are a part of our community. And children who grow up with children with additional needs as their classmates accept that naturally. You don\u2019t get that fear and anxiety that you can sometimes see if children meet a disabled person for the first time, it just becomes a natural part of their life\u2026little Michael here is a member of my class.
\n57:03
\nSuzanne Drummond
\nBut Ewan now has a place in this community and that will never, ever disappear. And as a teenager and as an adult, he will keep meeting people who have been to school with him and know him and have known him before, and I think that is hugely important. But also, I think it\u2019s important because I think they will meet other people with Down syndrome and they will not be frightened, or worried, or concerned.<\/p>\n

Section 8 \u2013 Supporting behaviour
\nTime [min:sec]
\nNarration\/soundtrack
\n57:40
\nGillian Bird
\nMostly, you want the child to learn by watching, by copying, by having good role models. Whether they\u2019re real role models, you know, pointing out, letting them see what other children are doing and how they\u2019re doing it. Or whether they\u2019re picture guides with pictures, with text as well for what the expectations are, what we\u2019re supposed to do in this situation or that situation. Or social books, where you would have photographs acted out, or videos you could have, but photographs with the child doing what you want them to do in a situation. Now you wouldn\u2019t need to do that for all children, you\u2019d only do something extra or different if you felt the child needed it or you wanted to change behaviour.
\n58:33
\nGillian Bird
\nSo that would be the first thing, to give them lots of opportunities for understanding what it is they\u2019re supposed to do and seeing other children doing it. And seeing the consequences for other children behaving well or how you want them to be. And to experience the consequences of behaving appropriately for the child him or herself. That\u2019s really important. OK, so generally speaking it would be the use of positive behaviour management systems, strategies, reinforcements, finding out what they like, what the child likes, what motivates him or her, and using that to teach and practise the behaviours that you want.
\n59:19
\nLiz McDonald-Woods
\nI think the one thing that I\u2019ve tried to keep and I do it for all the children, is that I have very high expectations of what they are going to achieve, and I think that\u2019s no different for Conor, as for any other children. In term of high expectations in terms of the work they\u2019re going to achieve, and high expectations in terms of their behaviour and their attitudes.
\n59:35
\nLiz McDonald-Woods
\nAnd Conor is treated in exactly the same way in the classroom, if children are asked to line up quietly, Conor will be expected to do the same. He may need some help in the movement to the line, and some encouragement maybe on days when he is feeling a little bit grumpy, to do so, but the expectations are there, and I feel if we have high expectations, then you know the social inclusion, the social skills, the movement, all happens along at the same time.
\n01:00:01
\nTracey Parkin
\nAnd the age appropriate behaviour was a really big issue, so if that\u2019s what they did with their 4 year olds, that\u2019s what they did with Bronwen, until they found out she really couldn\u2019t cope and then obviously they would modify things down.
\n01:00:11
\nGeorgina Tuzemen
\nI responded to Bronwen in the way that I would respond to any pupil in my class, in that it\u2019s a case of obviously trying to always catch the good behaviour and trying to be positive rather than focusing on the negative by praising those children who are pulling their chairs and letting people pass. So she\u2019s responded quite well to that, but I think often it does need to be black and white for Bronwen.
\n01:32:00
\nGeorgina Tuzemen
\nI\u2019ve designed a sticker chart, and each week she works with her LSA and she decides three targets. At the beginning we steered it towards things that we know needed to be worked on, for example tucking my chair in.
\nBut she can choose one or two of her own targets and the chart is set up into each lesson and each break-time because we were having a couple of difficulties at break-times, not wanting to come in from the playground, not wanting to wear her coat when it was cold, that sort of thing. And if she meets those targets, at the end of each session she chooses a stamp or sticker to put in those boxes and I prepare the same chart to be used at home and that\u2019s been used with great success as well
\n01:01:16
\nBeth Tressider
\nMainly towards the end of the day when she gets tired there\u2019s been sort of a few problems. We sit in rows, so every now and then she\u2019ll decide to maybe fly a chair out. But when we realised these sort of problems were starting, we started up a\u2026we got mum and dad in, we spoke to them, we set up a behaviour diary that would work at home as well, so it was consistent both at home and at school, to challenge the behaviours.
\nAnd after every lesson, she would get a stamp or a sticker and she would put that on the chart herself, and at the end of the day, if she\u2019d had a complete success of the day, she would have a reward, some golden time, the computer
\n01:02:02
\nJan Pereira
\nEwan plays a little roughly at times and the children have been asked to say to him, that if they don\u2019t quite like what he\u2019s actually doing, to say, \u2018Ewan, I don\u2019t like that, you know, you\u2019re being a little rough\u2019, or \u2018you\u2019re hurting me\u2019 or whatever and most of the time it\u2019s just exuberance because he doesn\u2019t really know when to back off and he will stop and everything\u2019s fine again.
\n01:02:28
\nRachel Canavan
\nBecause you know we have a split year group, so a lot of the younger ones, the Year R children hadn\u2019t met Finlay before, whereas all the Year R children had known Finlay from when he was in \u2018Sunflowers\u2019, so they were used to Finlay.
\nBut when the Year R children came in, I think we had to again explain to them that Finlay doesn\u2019t speak a great deal, so sometimes it\u2019s not because he\u2019s angry with them or he wants to hurt them specifically, or\u2026but that he wants to communicate and he doesn\u2019t really have any other way to do it.
\n01:03:04
\nRachel Canavan
\nThe deterioration in behaviour tends to relate to tiredness, the end of term, if he\u2019s feeling unwell. That can often be an indication that he\u2019s in fact coming down with something, if he\u2019s, because he\u2019s normally quite good, and then all of a sudden it goes, that\u2019s like a warning signal that he may not be well.
\n01:03:26
\nRachel Canavan
\nAs you work with a child over a long period of time, you pick up the little nuances, and that\u2019s certainly one thing that we\u2019ve all learnt.
\n01:03:35
\nGillian Bird
\nI usually say first of all do what you\u2019d do for any child, which people will do, of course they will. But then if they come back with a concern about behaviour you already know that hasn\u2019t worked and now it\u2019s time to do something a little bit different.<\/p>\n

If you like, stage two in behaviour management, which would be using behaviour management principles and doing an observation and looking at the antecedents, behaviours and consequences, and using all of those to prevent behaviours, to teach new skills, to reinforce and practise the skills you want and to no longer reinforce or you know have the child practise the skills you don\u2019t want. That needs change on everybody\u2019s part, not just on the children\u2019s part.<\/p>\n

Section 9 \u2013 Encouraging independence
\nTime [min:sec]
\nNarration\/soundtrack
\n01:04:44
\nGillian Bird
\nYou\u2019re always looking for ways that the children can be more independent, can rely less on your support or guidance of others and certainly do more things with children rather than with adult supervision. But you have to remember the skills the child has, you can\u2019t push that too far forward. I could say by, you could look at it by age, but the children are all different so it\u2019s really looking at the individual child and where his or her social skills are and moving forward from there.
\n01:05:22
\nJan Pereira
\nAgain that\u2019s down to Ewan because he\u2019s watched the other children quite carefully and takes a lot of his cues from them. We have a routine during the school day which he\u2019s fitted into really, really well. He knows what he\u2019s expected to do in the mornings, and does it very, very well. And then any cues he may need, he will\u2026he won\u2019t look to the adults, he will look to his peers.
\n01:05:50
\nIan Lapworth
\nWe\u2019ve encouraged his mum to stay outside the school and just send him in, letting him let go of his parents outside and then making his own way into the classroom and setting himself up in the morning. We\u2019ve sort of encouraged him to do that as well, you know just find his own way to different classrooms and that sort of thing. So he goes to out to meet her outside, as all the other children do.
\n01:06:15
\nGeorgina Tuzemen
\nAt the beginning of the year, for example, she might have gone on an errand to the office with somebody so she didn\u2019t get distracted on the way, she can now go to anybody\u2019s class in the school, or the office, with a very clear message, which I would ask of any child in the school, but enabling her to participate also.
\n01:06:33
\nBeth Tressider
\nIf there\u2019s group work, she\u2019ll go into a group, I\u2019ll maybe sort of shadow sort of behind and walk around the class and just keep coming back. How are things going, sort of maybe prompt Bronwen every now and then to give her, get her a little bit of input into what\u2019s going on.
\n01:06:49
\nTracey Parkin
\nAnd the same when she went to Calshott recently, they had three days away, and they were doing skiing and archery and trawling, and I\u2019m like, \u2018she\u2019s not going\u2026\u2019, and abseiling, \u2018she won\u2019t do any of that\u2019, and she did, she had a go at all of them, so she surprised me and she surprised them, and everyone again, was really keen that she went. And when she got back, everyone was saying, \u2018Bronwen did this and Bronwen did that\u2019, so when she does achieve the rest of the class are really pleased for her.
\n01:07:15
\nGillian Bird
\nJunior school in particular is where you\u2019d expect to see usually great strides forward in independence and the children would have more responsibilities within school and you\u2019d be wanting them to happen at home as well and become more independent. And you\u2019d be looking for activities that are socially valued and age appropriate.
\n01:07:40
\nLiz McDonald-Woods
\nI think we\u2019ve taken it very much from what Conor wants. Up until recently, he\u2019s been in a downstairs classroom, it\u2019s only in the last couple of years he\u2019s had to move up and down the stairs and initially, that\u2019s been quite a challenge to him, in terms of independent movement around the school. He now actually tells us, \u2018don\u2019t come with me, go, I\u2019m going to do it myself\u2019, and we can quite happily send him on messages around the school and we can quite happily send him out to lunch or playtime.
\n01:08:06
\nSue Richardson
\nAs he\u2019s got older now, he is for example a Year 6 monitor, he will sit at the projector in the hall and be responsible for that. He\u2019s a wet play monitor, he\u2019s responsible for children in Year 2, he goes in there and makes sure they\u2019re behaving themselves. He does things like that, and also in the classroom, it\u2019s things like making, making him get his own equipment, so, \u2018can you go and get your book from your drawer?\u2019
\n01:08:32
\nSue Richardson, “Conor, can you give that to Mrs Woods please”
\n01:08:35
\nLiz McDonald-Woods
\nBut within the classroom, he\u2019s just the same as the other children. He has his tray, he knows where resources are kept, he\u2019s sent to take things back to where they should be put, and he\u2019ll do it on his own, so his independence skills, I think, are growing the whole time.
\n01:08:48
\nDinner lady, “Conor, lasagne, sausage or fish?”
\nConor Hayes, “Sausage”
\nDinner lady, “Two?”
\nConor, “Two.”
\n01:08:55
\nDebbie Hayes
\nHe definitely knows where he\u2019s at and I think his peers around him doing things of their own accord and just moving on, as you do, in normal development, and Conor observing that and being with them and watching them, has helped promote his independence, definitely.
\n01:09:16
\nTony Murray
\nAt the end of Year 5, towards the end of Year 5, the children go on a residential visit to a farm in Devon, which is a nine day trip away from home, which is interesting for all children obviously. It\u2019s a working farm and Conor came with us last year and joined in as much as he possibly could, had a great time, I think he\u2019ll tell you himself how much he enjoyed himself down there. I don\u2019t think he wanted to come back, like most of the other children. He got his hands dirty and had a thoroughly good time and again, although obviously he\u2019s got particular needs, he was just part of the gang and just joined in with the other children and just enjoyed the social side of being away from home.<\/p>\n

Section 10 \u2013 A positive impact
\nTime [min:sec]
\nNarration\/soundtrack
\n01:10:09
\nSue Buckley
\nWe do believe that inclusion for children with Down syndrome is for all children. We are not just talking about the most able. In our experience locally we include all children with Down syndrome unless their parents choose otherwise. We have seen success for children with a wide range of abilities and disabilities, and our experience suggests that the key issue is staff attitudes. If staff believe the child has a right to be there and it\u2019s the best place for them to be, then the child will succeed.
\n01:10:38
\nKaren Young
\nI think we sort of took it on with a bit of trepidation, you know, the comments were the usual comments when it first started, you know, \u2018I didn\u2019t expect this sort of inclusion\u2019, you know, \u2018these children weren\u2019t the sorts of children that I expected I\u2019d be teaching\u2019. And suddenly, they\u2019re here and I\u2019ve just been in the office you know, and one of them\u2019s been in the office chatting away, and generally it\u2019s changed all our outlook\u2026because very often our expectations of children are to make big leaps and it puts it all into perspective that some children make small leaps but you feel good about it and I think that\u2019s important.
\n01:11:09
\nSuzanne Drummond
\nI think the experience of having Ewan has actually alleviated a lot of those fears, you know. And I think, not just for Ewan and other children with Down syndrome, but other children with special needs who may now, you know, they think they have less concerns about including than they might have had previously.
\n01:11:30
\nSue Buckley
\nOver time, I\u2019ve realised that many of the adaptations we are asking teachers to make in order to include a child with Down syndrome actually help many other children in the classroom. There are always two or three children in a mainstream classroom who are perhaps falling behind on the curriculum, and the methods that we use to help a youngster with Down syndrome work for them as well. The teachers constantly tell us that this is the case.
\n01:11:56
\nJan Knowles
\nIt\u2019s been a huge professional development thing for me, to understand that these children can cope very well in mainstream schooling, can make terrific progress and can have huge benefits from working in a mainstream setting. And I think that must be the same for all staff who\u2019ve worked with children, certainly the staff who have worked with them this year, again, it\u2019s been a huge professional development thing for them that I\u2019m sure will impact on all of their teaching, about recognising individual needs and how to deal with those.
\n01:12:27
\nTony Murray
\nI think it\u2019s probably reinforced positive values that I hope we all had about inclusion. I think one thing it has done is made inclusion a reality and proven to us that despite challenges, and I mean you get challenges with any children obviously, but despite the challenges it\u2019s been a fantastic experience for us really.
\n01:12:44
\nKen Bowen
\nWhat I would say to other local authorities is give it a go. There are all kinds of anxieties about including children with different profiles of need in a mainstream school, but as I said earlier, sometimes our greatest ambassadors for inclusive education are those schools that have said, \u2018yes, we\u2019ll give it a try\u2019, that we\u2019ve been able to provide them with some support and that they have seen the benefits for themselves and realised it is possible and not only beneficial for the child themselves, but for the school community as a whole.<\/p>\n

Transcript: Inclusion in practice \u2013 Educating children with Down syndrome at primary school \u00a9 2006, The Down Syndrome Educational Trust<\/p>\n","protected":false},"excerpt":{"rendered":"

Transcri\u00e7\u00e3o em ingl\u00eas do DVD – Pr\u00e1tica Inclusiva – Educando crian\u00e7as com S\u00edndrome de Down na Escola Prim\u00e1ria, do Down Syndrome Educational Trust, do Reino Unido Trecho do v\u00eddeo: Sue Buckley “Comparando a escola especial com a regular, quando vemos os resultados para esses indiv\u00edduos, quando adolescentes, as crian\u00e7as que estiveram no ensino regular est\u00e3o […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-container-style":"default","site-container-layout":"default","site-sidebar-layout":"default","disable-article-header":"default","disable-site-header":"default","disable-site-footer":"default","disable-content-area-spacing":"default","footnotes":""},"categories":[6,8],"tags":[],"class_list":["post-291","post","type-post","status-publish","format-standard","hentry","category-educacao","category-textos-e-artigos"],"yoast_head":"\nEducando crian\u00e7as com S\u00edndrome de Down na Escola Prim\u00e1ria - 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