Appendix 31 - Education
Educational support, training and information
Down Syndrome Awareness Days (Barnet) – run by the Early Years SEND Down Syndrome advisor and Senior Educational Psychologist open to teachers/nursery staff and parents. (See Barnet Local Offer for more dates/information). Well worth going – simple and practical ways to support children within the classroom, to maximise their learning. These days are absolutely vital for anyone in the Education setting and for parents.
Only a few examples of what you can learn:
Behaviour: a range of strategies for avoidance behaviour, appealing alternative to misbehaviour, understanding the amount of concentration needed for a task and what is manageable, use visuals to depict the school rules, give the child or young person a job in the class to help.
How to support reading for language and more: focus on reading is important because children with DS learn to read words before saying them, so unlike other children in the class they need a “whole word” approach to build up meaningful sight vocabulary by being taught to read whole words. Of course, children can learn the basic understanding of phonics to support later reading development but the main teaching focus needs to focus on building up the child’s sight vocabulary. Reading then develops articulation, understanding of grammar and sentence structure, to name a few skills.
Visual support: one simple example could be to use Big Pens and Bold Lines
https://www.downs-syndrome.org.uk/wp-content/uploads/2020/06/ThinkBigThinkBoldSheet.pdf
On the workbooks to support all children with Down Syndrome who often have subtle visual impairment issues even if they do not wear glasses, also ways to encourage independence, consider where they sit in class and so on.
Down Syndrome Levels of Expertise (Barnet) – provides an ongoing Education Framework - supporting children and young people with Down Syndrome in primary and secondary schools. The document outlines the best practice for schools in supporting children and young people with Down Syndrome. It focuses on:
Planning,
Curriculum,
Social, emotional and behaviour needs,
Personal support needs
Transition/Activities
The levels of expertise are a summary; they present three levels that schools can use for checking their offer and planning next steps. Bronze is level one and details standards of practice for schools to make sure they have a good offer for their pupils with Down Syndrome. Level two, silver, outlines a more developed offer of support and expertise. Gold, level three, outlines excellent practice for children and young people with Down Syndrome.
Schudio TV – What is Down Syndrome? This short, video-based online free course provides an introduction to Down's Syndrome and dispels some of the most popular myths. The Ability Bridge - Inspirational online courses for teachers
“We created SchudioTV to provide teachers, school leaders and staff easy, affordable access to a range of high-quality, inspirational online courses. The journey started when our youngest son started school. Arran has Down's Syndrome and his school couldn't access the training they needed to support his education simply because they couldn't afford it. I'd love to quickly tell you the full story!” Our aim is for you to access the training you need without it costing the earth and, wherever possible, for free.
DSE – Down Syndrome Education
(also affiliated to Down Syndrome Education International, Down Syndrome Education USA and Down Syndrome Education Enterprises CIC)
It aims to help children from infancy to adulthood improve outcomes. It has strategies to help speech development, reading, language, maths and has advice for health issues that affect cognitive outcome; focusing on improving early intervention and education. Started in 1987 by Professor Sue Buckley OBE who is one of the world’s leading researchers in the education and development of children with Down Syndrome.
Down Syndrome Education International An international charity that supports scientific research and delivers evidence-based advice and information to improve outcomes for children with Down Syndrome worldwide. Facebook and Twitter groups too. Research, resources and training and consulting services to offer parents and professionals expert, evidence-based advice and guidance on early intervention and education for children with Down Syndrome. Also provide accessible online training and support. hello@dseenterprises.org
There are online resources and teaching materials offering detailed information and practical guidance for parents and professionals. This charity also offers advice and online training courses and consulting and training services offering expert guidance and support to parents, therapists and teachers worldwide.
Eg of Resources: See and Learn Speech, See and Learn Language and Reading, See and Learn Numbers, A reading and language intervention for children with Down Syndrome (RLI), Down Syndrome Issues and Information, videos. www.down-syndrome.org/en-us/resources/
Reading:
Reading is often a huge focus in class, and for a child with Down Syndrome this can be hugely beneficial, as often they learn to read before they might learn to speak or to write and this can used so it can be hugely supportive and confidence building, with the right support and experience from teachers, families and others.
Whole Child Reading: A quick-start guide to teaching students with Down syndrome and other developmental delays, 2016, Natalie Hale.
Maths:
The Maths Mum® talks about maths and Down Syndrome.
Why is it important for someone with DS to learn maths? Children and adults with Down Syndrome need to understand maths to be able to live an independent life. They need to be able to deal with money, time, weights and measures and do simple calculations. Technology today can support them, like the rest of us, but a calculator is only useful if you know how to use it and can gauge if the answer it gives is sensible.
What are the key challenges? The way maths is traditionally taught in schools weighs heavily on the use of memory… short term, long term and working memory. We know that Down Syndrome is typically associated with a poor short term memory and therefore we need to adapt and develop new ways to teach our children to compensate for this. We know that visual memory is a strength and it is essential that we capitalise on this and use visual maths aids to support learning. We know that our children are achieving more and more and, with today’s early intervention, they have the potential to keep pushing the boundaries. And as The Maths Mum® I have a professional and personal reason to help this to happen.
When should I start teaching maths to my child? From birth! Honestly, maths should be an integrated part of life from the beginning. From the singing of nursery rhymes such as “One, two, three, four, five… once I caught a fish alive” to counting fingers and toes, from the learning ‘more’ as your first Makaton sign to understanding more and less. Mathematical words like big, small, slow, fast, tall, short as well as colours and shapes all form part of the pre-number skills needed in maths. It is never too young to start introducing these words and concepts… Would you like the big car or the small car? Which one is the red block? Modeling with things that you find in the toy box and around the house. Maths is based on the ability to be able to tell what is ‘the same’ and what is ‘different’ so it is always useful to point out things that are the same and things that are different starting with obvious differences such as colour and size but then looking at more subtle differences like spotty socks versus stripy socks.
Overview of Key Stages — The Maths Mum and Options for help — The Maths Mum
Free Downloads — The Maths Mum
Email: CONTACT@THEMATHSMUM.CO.UK
Educational professionals that can be accessed to support students and families:
Inclusion Advisory Team (used to be called High Incidence Support Team (HIST)) – includes specialists with a range of experience and expertise in SEN and inclusion covering early years and all Key Stages. IAT provides specialist support from advisory teachers and experienced SEN professionals and consists of Advisory Teachers for: Speech, Language and Communication Needs (SLCN), Social, Emotional and Mental Health Needs (SEMH), Literacy Difficulties. They offer advice on identification and assessment, advice and training on strategies and interventions, strategic and systemic support relevant to the area of need, staff coaching, bespoke and evidence based training. Also provide Advisory Teachers for whole school SEND reviews, assistance with policy development and guidelines, support in developing your SEND systems and procedures, support to new SENCOs. www.barnetwithcambridge.co.uk/send-and-inclusion/inclusion-advisory-team
Also the Barnet SEMH team has developed a school anxiety pack and information for schools for children who may become anxious about an aspect of school life, which may become overwhelming and sometimes that anxiety can generalise to other aspects of school life.
Peripatetic Teachers – specialist teams for Visual, Hearing or multi-sensory Impairment:
These specialised qualified teachers support any child or young people with a significant visual (not correctable with glasses) or hearing impairment (any diagnosed hearing loss). They offer guidance, advice and support to schools and families in order to maximise opportunities for learning and inclusion so that children and young people with a sensory impairment can reach their potential. Barnet also has a Multi-Sensory Impairment Specialist Teacher who works closely with children with both a hearing and visual impairment to support them and their families.
Barnet also has some specialist nurseries for preschool children with complex needs ie Acorn Assessment Centre in Colindale School and also at Oakleigh School, Kingfisher ASD (autism) provision at Livingstone Primary school, Summerside Hearing Impairment Nursery, (Specialist Team, Education and Skills, specialist.team@barnet.gov.uk and tel: 020 83597624).
There are two main primary Special schools (Northway and Oakleigh) and two main secondary specialist schools (Mapledown and Oak Lodge).
Educational Psychology in Barnet:
BELS (Barnet Education and Learning Service)
2 Bristol Avenue, Colindale, London, NW9 4EW.
M +44 (0)7852 127098
BELS@barnet.gov.uk
Email: educationalpsychology@barnet.gov.uk
SENCOs (special educational needs coordinators)– Area SENCOs for pre-school children in a non-school based nursery. School SENCOs in every Barnet school. SENCOs can access the SENCO zone.
School choice - Educational articles and research – mainstream or special school:
The Barnet Leading Edge Group for Children and Young People with Down Syndrome have produced the paper; Which type of school is best for children and young people with Down syndrome?
‘What school?’ paper: Which type of school is best for children and young people with Down Syndrome?
What is the purpose of this Information?
This document gives information about school placements for children and young people with Down Syndrome. We have summarised the available research to help inform parents and professionals. We believe every family has the right to decide what type of school is right for their child. It can be hard for parents to weigh up the challenges and opportunities experienced, and to decide between mainstream and special needs schools. Parents may, or may not, find our information about research useful. They need to think about their own child and what an educational setting may offer. It is important that professionals in schools and the Local Authority are aware of research about school type so that they can provide advice and make informed choices. We want our families, and our schools of all types, to have information so that they can best support their children and young people with Down Syndrome.
Which type of school is best for children and young people with Down Syndrome?
There is a lot of research about the best school type for children and young people with Down Syndrome; some is of good quality and some is no better than offering an opinion. In 2012, de Graaf, van Hove and Haveman set out to look at studies published over a 40-year period and written in many languages. They looked very carefully at the quality of the research and found 133 relevant studies. The results of their systematic review was that mainstream classroom placement resulted in the better development of language and other academic skills. This happened even after they took account of the effects of selective placement. Children and young people in special needs schools did not have better self-help skills. There were no significant differences for behaviour and self-competence. In the UK, Buckley, Bird and Archer (2006) looked at children and young people aged from five years old through secondary school. Their research compared the same group of children over their school life. The children and young people had been matched for cognitive ability, behaviour, development and socio-economic factors, so the comparison of progress between the children and young people in mainstream and special settings was a fair one. The language and other academic benefits of mainstream placement were greater than expected. The gains for the included teenagers were in expressive language, literacy and, to a smaller extent, numeracy and general academic attainments. The average progress gain for expressive language was 2 years and 6 months; and for literacy, 3 years and 4 months. These age-related scores are based on norms for typically developing children who are expected to progress 12 months in the measures during a school year. This means that the teenagers in mainstream school gained the equivalent of 5-6 years more progress than expected in spoken language and in literacy when compared with the teenagers educated in special classrooms. The published research is plentiful and clearly concludes that, as a group, our children’s academic, language and social progress is enhanced in a mainstream environment. This is not a criticism of the special school offer; it seems the benefit is due to our children’s response to the children they are learning alongside.
There are some helpful resources for families. For example Contact The Down’s Syndrome Association https://www.downs-syndrome.org.uk/about-downs-syndrome/lifes-journey/children-families-and-education/ and Down Syndrome Education International https://library.down-syndrome.org/en-gb/news-update/02/2/supporting-social-inclusion-students-down-syndromemainstream-education/
Is the research quality good?
The methods and participant size of published educational research contrasts with medical trials and research. Randomised research control trials are much less frequent for education studies and use of effect sizes are limited to systematic review and meta-analyses. The research is clear and coherent, and there is very little conflicting research. Children and young people with Down Syndrome are not all the same, however research shows that most children with Down Syndrome are likely to benefit from going to school with their typically developing peers. We recommend schools that educate our children alongside typically developing children, this is more likely to happen in a mainstream environment. We are not criticising special-needs schools, or parents who choose a special needs school for their child. We really value our special needs schools in Barnet. We are grateful for the support they provide to our community and the Leading Edge group. The advantage that mainstream schools have is that they can offer a learning environment that includes typically developing peers, this has been found to be particularly supportive for children and young people with Down Syndrome. It supports the development of academic skills including reading, language and socially appropriate behaviour. The research shows that being educated with typically developing children is important for our children’s progress.
Are there any cautions about mainstream?
De Graaf, van Hove, and Haveman (2012) found that many studies reported that placement in a mainstream setting was not enough, there needs to be support and modeling for interactions between children. This is because many children with Down Syndrome respond more to social initiation than to initiating social contact themselves. It was found that children with Down Syndrome were generally well accepted by their peers. Not all mainstream schools offer most of our children’s education to be spent alongside their typically developing peers. The Buckley research showed that children and young people need friends who are typically developing and also friends with similar needs to themselves. In the same way, special schools need to have ways for their children to interact with typically developing children. In both types of setting opportunities for the development of intimate best friendships need to be organised in and outside school. When first approached some mainstream schools may be preoccupied by the syndrome rather than the child and may be daunted by their own lack of experience or support. Most schools begin to see past that, to the child and their needs. The breakdown of a placement in one mainstream setting does not mean that another mainstream school won’t be able to meet the child’s needs. Parents of secondary age pupils will want to know how secondary schools support their pupils in year 9 and onwards. Inclusion in GCSEs, entry-level qualifications, vocational options, and work-experience is important. Secondary schools also vary in what they offer their pupils from age 16+. Some schools offer only A levels while others offer other certificates. Choice of courses has led to the growth of 16+ departments in our local special school and nationally.
Is mainstream school only better for abler children and young people with Down Syndrome?
In 2007, Buckley, Bird and Sacks described how education could change the developmental profile of our children and young people with Down Syndrome. Cognitive ability can influence the outcome of a school placement, and de Graaf, van Hove, and Haveman (2013) carefully analysed this in their review of placement and progress in the Netherlands. De Graaf found that children and young people with severe learning difficulties (IQs assessed as 35-50) in mainstream schools made more academic progress than those in special schools who had more moderate difficulties (IQs assessed as 50+). When change was measured they found that a child’s cognitive ability was influenced by school experience.
What about the other children and young people in mainstream classes?
Research shows that the whole school often benefits from including students with disabilities. Some pupils in every classroom will benefit from strategies developed to meet the learning needs of a pupil with Down Syndrome. Best outcomes are achieved when appropriate support is provided to teachers to fully include the pupil in the class. A whole cohort of children will grow up knowing at least one person with a disability. Research, such as a meta-analysis of research studies by Armstrong in 2017, shows that direct and extended positive contact is one of the key factors in reducing disability hate crime. Leigers (2015) found that pupils needed practical information to support non-disabled peers’ communication and work with peers with disabilities and that presenting only factual information could have negative results.
What about the gap between the learning of children and young people with Down syndrome and typically developing children?
The gap in skills and learning between children with Down Syndrome and their typically developing peers will grow with age. Children with Down Syndrome usually progress about 4-5 months in a year; they make progress but at a slower rate than typically developing children. By secondary school, the gap may be quite significant. But this gap is because of developmental differences, and it is not a reason, in itself, to choose a special school placement. The gap is always there and it makes considerable demands on planning for the school. People with Down Syndrome do not plateau or stop learning new skills in their teenage or adult years. They will continue to make steady progress and continue learning throughout their lives if given the opportunity to do so. Many students with Down Syndrome reach the end of Year 11 and go on to postschool training or college. Work experience is very important in helping young people with Down syndrome to make choices about their life after school. Young people with Down syndrome face greater challenges in leaving school and making the transition to adult life than their peers, and more planning is likely to be needed than for other young people.
What happens if I want my child to go to a special school?
Choosing between mainstream and special school can feel like one of the biggest decisions a parent may face. They may make this decision because of the quality of the special needs school offer, because they feel their child’s needs cannot be met in the mainstream environment, or because they have had difficult experiences in a mainstream setting. Many parents experience difficulties and heartache about their children’s school placement, we are not telling parents what to choose or criticizing choices made. The research summarised within this document can be used to help parents and professionals to support their child, irrespective of the educational setting.
Summary
Children are not defined by their Down Syndrome, and a school that focuses on their strengths, needs and development will help them progress. Our children have complex needs and schools need support and training to know how best to support them. The Barnet Leading Edge Group for children and young people with Down syndrome has written a Levels of Expertise guidance document that summarises the key ways for schools of all types to support our children and young people and it is available on the Barnet Local Offer. Our recommendation is that a child or young person should be given every opportunity to be educated alongside their typically developing peers unless there are clear reasons why this is not in the child’s best interests.
Research References
Armstrong, M., Morris, C., Abraham, C., & Tarrant, M. (2017). Interventions utilising contact with people with disabilities to improve children's attitudes towards disability: A systematic review and meta-analysis. Disability and Health Journal, 10(1), 11-22. Buckley S.J., Bird G., Sacks B., Archer T. (2006).
A comparison of mainstream and special education for teenagers with Down syndrome: Implications for parents and teachers. Down Syndrome Research and Practice. 9(3), 54-67. Buckley, S., Bird, G., Sacks, B. & Archer, T. (2007).
Mainstream or special education for teenagers with Down syndrome. In Jean-Adolphe Rondal & Alberto RasoreQuartino (Eds.). Therapies and Rehabilitation in Down Syndrome. Chichester: Wiley. Dolva, A., Gustavsson, A., Borell, L. & Hemmingsson, H. (2011).
Facilitating peer interaction - support to children with Down syndrome in mainstream schools. European Journal of Special Needs Education, 26, 2, 201-213. Carr, J. (2012).
Six weeks to 45 years: A longitudinal study of a population with Down syndrome. Journal of Applied Research in Intellectual Disabilities, 25, 414- 422. Efthymiou, E. & Kington, A. (2017).
The development of inclusive learning relationships in mainstream settings: a multimodal perspective. Cogent Education, 4, 1-22. Graaf, G. De, Hove, G. Van, and Haveman, M. (2012)
Effects of regular versus special school placement on students with Down syndrome: a systematic review of studies. In A. van den Bosch & E Dubois (Eds.) New Developments in Down Syndrome Research. Nova Science Publishers. Graaf, G. De, Hove, G. Van, and Haveman, M. (2013).
More Academics in Regular Schools? The Effect of Regular Versus Special School Placement on Academic Skills in Dutch Primary School Students with Down Syndrome. Journal of Intellectual Disability Research, 57, 23-28. Leigers, K. L., & Myers, C. T. (2015).
Effect of duration of peer awareness education on attitudes toward students with disabilities: A systematic review. Journal of Occupational Therapy, Schools, & Early Intervention, 8(1), 79-96. MacMillan, M., Tarrant, M., Abraham, C., & Morris, C. (2014).
The association between children's contact with people with disabilities and their attitudes towards disability: a systematic review. Developmental Medicine and Child Neurology, 56(6), 529-546.
POST 16 OPTIONS
Barnet Education and Learning Services (BELS)
BELS offer a variety of Post 16 services to support young people between the ages of 13 and 24 with the information , advice and guidance they need to succeed in the classroom and in their careers.
Tel 020 8359 2011.
https://www.bels.org.uk/post-16
Barnet Southgate College
www.barnetsouthgate.ac.uk
Apprenticeships
www.barnetsouthgate.ac.uk/apprenticeships
Tel 0208 266 4000
Preparing for adulthood section is the PfA protocol for health, education and health
Barnet Multi-Agency Preparation for Adulthood (PfA) Protocol First Review 2020-2023: The planning process to support transition from adolescence into adulthood for young people with complex learning difficulties, disabilities, additional needs or mental health needs.
Introduction:
This Protocol details the responsibilities of the agencies involved in the Transition planning process for young people with complex learning difficulties, disabilities, additional needs and/or mental health needs in Barnet.
Preparing for Adulthood means preparing for:
Employment – this includes exploring different education and employment options, such as support for becoming self-employed, apprenticeships, internships and college courses.
Independent living - young people having choices, rights and control over their lives, their support, and their accommodation and living arrangements, including supported living, educational and residential settings.
Participating in society - having friends, supportive relationships and opportunities for participating in and contributing to the local community.
Being healthy - Being as healthy as possible in adult life.
Further resources can be found at the Preparing for Adulthood Website: - http://www.preparingforadulthood.org.uk/
What is a good transition?
Young people making decisions and taking the lead or being supported by people who can advocate for them;
Young people knowing what the criteria are to get support from different agencies;
Young people being able to access services that help them; Young people being able to try things out and being free to change their mind;
Young people and their carers having known points of contact through the transition process and receiving consistent messages;
Young people and their carers supported and having access to understandable information;
Transition includes:
transition from Children’s to Adult Services;
transition from school to FE college, higher education or employment, training or apprenticeship;
transition from residential schools to semi / independent living, higher education or employment, training or apprenticeship;
transition from college or training to employment and or Adult Services;
transition from paediatric to adult health services; leaving care;
transition from living at home
Who does the protocol apply to?
This protocol describes how services of health, education and care work together to support the transition of children and young people between the ages of 14 and 25 who have disabilities and/or complex needs, including: Those young people who have an Education, Health & Care (EHC) Plan
Those eligible for Children’s social care services
Those who are likely to meet the eligibility criteria for Adult social care services (in line with the Care Act 2014); Those with Continuing Healthcare needs;
Those who would benefit from support in planning for adult life but do not have an EHC Plan (for example those leaving care or with high-functioning autism or social/emotional/mental health difficulties/ill health);
Carers and parents of young people preparing for adulthood and young carers who are themselves preparing for adulthood.