Supporting Sean & students with Down Syndrome

Monica Batac & Rosanne Bibby CTL 7008

March 26, 2012

Agenda• Meet Sean • What should teachers know?• What we would do

Sean

“Sean is a delightful member of the Grade 6 class, popular with his peers and fun to work with. Sean has Down Syndrome. Sean’s parents are very supportive. They insist that Sean be kept in the regular Grade 6 class.”

Before we define Down Syndrome…

a disclaimer

“A chromosomal arrangement that occurs before birth and causes limitations in physical and cognitive development.” (Hutchinson & Martin 2012)

So what does this mean?

Physical characteristics

• Chubby cheeks• Large round eyes• Larger tongue• Flat, small nose • Small ears• Smaller limbs• Smaller body frame• Low muscle tone

Physical Characteristics

• 40% of them have heart defects• Hearing and vision difficulties • Respiratory infections & issues • Connections between Alzheimer’s Disease

and Down Syndrome • Short term memory, attention

Cognitive ConsiderationsModerate Intellectual Disability

“limited potential”

“has the potential”

versus

Mild Intellectual Disability

Some general things to consider re: teaching

Fine motor skill development Cognitive delaysExpressive language versus receptive languageMild to Moderate Intellectual disability

Grade 6 as a

Pivotal Transition

Independence Academics Puberty

Planning

What do we know?

• We don’t know Sean’s academic skills • His parents want him to stay in a mainstream

class• Social skills possibly more developed

How can we continue to support Sean’s success?

One of Sean’s strengths = social skills

peer-supported learningcollaborative/co-operative learning

General Universal Design (UD)

• Concrete & Visual cues• Discussing schedules• Transitions• Repetition of ideas, concepts, skills• Scaffolding/breaking up tasks

General Universal Design (UD)

• Quiet spaces• Additional time, response time• “Show what you mean” versus verbal• Simple, direct language• Eye contact

Encourage Sean to talk

Maintain high expectations

Why?

Why?

IEP?

• We don’t have enough information re: specific academic supports

• We can write an IEP stating the necessary UD strategies and supports

• Planning for the transition to upper grades

Social supports

• Watch the video

Class involvement

Help them feel proud and to act independentlyModeling behaviourWhole class discussions about diversity, equity, differences, differentiated supportEncourage interaction with other students in and outside of the classroom

General thoughts?

Our Final Thoughts

• Mainstream classroom– EA support?– Groupings/Pull out for certain instruction?– Support his success in our class

Important to document our supports

Working on the transition… this is key