Down Syndrome Sociology

Evidence suggests that a very significant proportion of children with Down syndrome could be placed successfully in a mainstream school. Research data, although still somewhat limited,[1] indicates that such placements lead to academic as well as social gains and increase the chances of the child making local friendships that extend beyond the school day. These facts have lead increasing numbers of parents to seek an inclusive placement for their child.
In some parts of the country[2] over 80% of primary and 50% of secondary aged children are already included, although the picture is very different elsewhere.[3] In all too many Local Education Authorities, parents still have to put up a fight to secure an adequately funded place in their local
Further, tasks will need to be modified and adapted to ensure that they are relevant and appropriate.[4]
While there clearly are students for whom only minimal support is required throughout the day, the practice is not generally recommended. All children benefit from some time without direct supervision, enabling them to gain in independence and mix socially with their peer group. On the other hand, it is not possible for a busy class teacher to deliver an appropriately flexible and differentiated curriculum on their own, without disadvantaging the rest of the class.
A nationwide survey recently carried out by the author indicates that the majority of children with Down syndrome in mainstream schools are supported by a learning support assistant for between 20 and 27 hours a week (Fig.1). Of the children in the survey sample, 58% at primary and 61% at secondary level were largely unsupported at dinner time, at break times and during assembly. A further 25% at primary and 18% at secondary level took part in lessons such as physical education, drama and music without support. However, only 2-3% were unsupported in more academic
it avoids the unnaturally close relationship which sometimes develops between child and assistant, b. it allows cover to be arranged more readily if one assistant is ill or on a training course, and c. it avoids the trauma caused to a child whose support assistant leaves.
In the author's survey, virtually all primary aged pupils were being supported by one assistant. However, in the secondary sector, 32% had two or three assistants, while 19% were being supported by different assistants in different subject areas. Lee and Henkhuzens, in their study of ten inclusive secondary schools from five different Local Education Authorities,[7] recommended the attachment of support assistants to subject departments as: a. It enables learning support assistants to become familiar with the subject area and the way in which each topic will be approached. b. It allows the assistants to feel more confident in their ability to support students appropriately, particularly where it is possible to place assistants in subject areas where they already have confidence, expertise or interest. c. It increases opportunities for assistants and subject staff to work together to produce a bank of appropriate