Supporting children with Down syndrome within mainstream education settings: parental reflections

ABSTRACT

This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to services varied across authorities. Additionally, some participants highlighted issues around the Education, Health Care Plan and subsequent annual reviews. Overall, this study offers examples of inclusive practice in the areas of supporting language and communication needs, parental partnership and transition between educational phases for children with DS. However, there are inconsistencies across providers and there is a need for more research into these areas in the future.

KEYWORDS:

• Down syndrome
• education
• inclusion
• education health care plan
• language and communication
• early intervention
• partnership
• transition

Acknowledgements

The author would like to thank the parents who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author.