Children with Down's Syndrome: A Guide for Teachers and Learning Support Assistants in Mainstream Primary and Secondary Schools
This practical handbook offers advice on strategies for meeting the special educational needs of children with Down's syndrome in mainstream schools. The aim is to increase the confidence of support assistants, teachers, SENCOs and senior managers in both primary and secondary schools in providing a quality education for these pupils, while using scarce resources to best effect.
The author offers an introduction to the particular characteristics of children with Down's syndrome and their impact on learning and behaviour. She considers the benefits of inclusive education and the most effective ways in which the National Curriculum can be made accessible. She also examines working with the whole-school, parents and outside agencies, as well as providing practical resources such as photocopiable proformas and checklists, materials for INSET in schools and support services and a list of reading materials.
What people are saying - Write a review
We haven't found any reviews in the usual places.
1 What is Downs Syndrome
2 Inclusive Education
3 Models of Support
4 Laying the Foundations
5 Differentiating the Curriculum
6 Developing Literacy and Numeracy Skills
7 Behaviour Management
8 Working with the Whole School
Other editions - View all
ability able activities additional adult approach appropriate areas attending baby with Down’s behaviour benefit cells cent child with Down’s children with Down’s chromosome 21 class teacher classroom communication Derbyshire Down’s Syndrome Association early educational psychologist effective encouraged ensure Figure flash card Green Paper DfEE headteacher high school inclusive education individual instructions involved IPSEA John Smeaton language development learning support assistants letters liaise mainstream placement mainstream school Makaton maths National Curriculum Nevertheless normally developing peers nursery offered opportunities organisation parents particularly peer tutoring physical playgroup practice primary school problems programme progress range reading Reception class recognise responsibility role school staff secondary level secondary schools SENCOs severe learning difficulties skills social special educational needs special needs special school speech and language speech therapist speech therapy students with Down’s task taught teaching therapy University of Portsmouth visual words writing young children