Here are some answers to questions we are often asked. You may find what you need here or you could also look in our 'information' section.
Education
What advice do you have for an infant school teacher, just about to accept their first pupil with Down's syndrome?
Most schools that are accepting a young person with Down’s syndrome will be doing so for the first time and those who may have had a child previously should not make the assumption that the child will have the same kind of personality. Being concerned and asking for information is a positive first step.
Too much information on the child’s disability can become a barrier to effective inclusion and can lead to a situation where both staff and children see the disability first and the individual second. It is important that the key information, relevant to education and health is available. Starting with simple information sheets on specific topics and the information contained in the ‘Education Support Pack for Schools’ available from the DSA the teachers and staff will have enough to enable a smooth start to a successful placement in school. As the curriculum becomes more formal and as the staff are able to identify the child’s individual strengths and weaknesses, more detailed information can be sought as required. Specific health information should be available within the child’s Statement of special Educational Needs and by discussion with a parent or carer.
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Is it too late for a 15 year old to learn to read?
Its certainly never too late to learn to read and young people of all ages have learned to read using an effective, whole word approach. (a good guide would be: ‘Teaching Reading to Children With Down Syndrome- a guide for parents and carers’ by Patricia Oelwien ISBN 0-933149-55-7).
School should be asked to focus on reading as an individual one to one or small group activity and be encouraged to concentrate on recognising text. Some children (not just those with Down’s syndrome) become reluctant readers often because of having been taught inappropriately in the early years, before such good strategies had been developed. Motivation to learn to read may come later in life when the young persons lifestyle makes more demands on them to read in order to become more independent.
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What should a parent expect from a year 9 review?
The Annual review in year 9 is different from a standard Annual Review. ‘Transitional Review’ or ‘14+ review’ is the name given to the annual review following a child’s 14th birthday the main differences are - :
- The LEA has a duty to arrange the Meeting
- A representative of the LEA must be in attendance
- A representative of the Connexions service must be invited to the meeting and should attend.
- Following the meeting the LEA must draw up a written ‘Transitional Plan’ for the child.
The purpose of the meeting is to consider the child’s transition to Adult Life. It therefore should address a much wider range of issues than Annual reviews, including:
- Suitable Further Education. Schools, Colleges, courses and accreditation
- Vocational Opportunities: Work, Work experience, Work sampling, Vocational training.
- Accreditation at School. Options to choose subjects. GCSE and alternative accreditation, Asdan etc.
- 14-19 strategy opportunities to mix school, work experience and College
This is also an opportunity to discuss friendships, social opportunities and housing if appropriate. As you can imagine these issues are unlikely to addressed effectively in a 20 minute slot between other reviews and time should be allowed for discussion. It is important to plan ahead and involve the young person in the process.
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