Issues in Depth: Supporting inclusion for children with Down
syndrome (primary and secondary years)
This page provides the planned programme and session
summaries for the Issues in Depth: Supporting inclusion for
children with Down syndrome (primary and secondary years)
training course.
Introduction
This training course provides a range of keynote and a series of
parallel workshops covering the wide range of issues affecting the
development of infants with Down syndrome.
Each workshop aims to provide practical approaches to promoting
development, presenting evidence-based strategies and techniques
wherever possible.
Parallel sessions
Delegates may select from the parallel sessions to tailor the
course content to best meet their needs. We recommend that
organisations consider sending two members of staff so they can
attend all parallel sessions to ensure full coverage of all issues
raised.
Please note: delegates will receive a course booklet that
will include summaries of the content of all parallel sessions, not
just the ones attended.
Programme
Content of each session
Keynote
1. Why inclusion in
mainstream education? What are the educational benefits and how do
we support schools to be successful?
- What are the aims of inclusion?
- What evidence do we have about the outcomes for children
with Down syndrome - educational and social outcomes
- What are the key components when planning and developing
effective inclusion - to deliver full social and academic
benefits?
Parallel workshops
2a. Understanding the
specific social and cognitive profile associated with Down syndrome
- A summary of the research on the specific social, language
and cognitive profile associated with Down syndrome
- The implications of this for planning to deliver effective
education - meeting social and educational goals
2b. The keys to
developing successful whole school inclusion
- Whole school planning - the role of senior managers
- Staff training needs - content of training for all school
staff
- SENCO and teacher needs - training, planning and delivering
- Working effectively with teaching/support assistants
- Training and supporting assistants
- Working in effective partnerships with outreach staff and
with parents
3a. Adapting classroom
practices and teaching methods
- Starting with the pupil's profile of needs
- Evidence-based approaches to adapting approaches to teaching
and learning
- Evidence-based approaches to adapting the curriculum at each
key stage
- Alternative curricula for key stage 4
- An overview of the levels of achievements that may be
expected at each key stage
3b. More detail on
speech, language and literacy development
- The speech and language profile in more detail
- Identifying targets for activities to develop speech,
language and communication
- Identifying how these targets can be met across the
curriculum
- Developing reading and writing across the curriculum
- Using literacy activities to develop speech and language -
even for non-readers
- Continuing basic literacy teaching at secondary level
4a. Teaching number and
maths skills
- The research on number development
- The principle ways to adapt teaching and learning
- The key benefits of the Numicon maths system
- Continuing basic numeracy teaching at secondary level
- Teaching time and money
4b. Developing and
supporting working memory
- The research on working memory in more detail
- The links between speech and language development, reading
progress and working memory development.
- Research into improving working memory for children with
Down syndrome
- Strategies for developing verbal and visual short-term
memory skills
5a. Supporting personal
social development and friendships
- A focus on building confidence and self-esteem
- Encouraging independence at all ages
- Developing motor skills for all areas of life
- Observing and supporting social inclusion in and out of the
classroom
- Planning for social inclusion in break times, leisure and
out of school
- Considering friendship patterns and needs
5b. Encouraging
age-appropriate behaviour and avoiding behaviour difficulties
- Research into type and frequency of behaviour difficulties
- Encouraging age-appropriate social behaviour at all ages
- Planning teaching and learning approaches to prevent
behaviour difficulties
- Planning to support appropriate social behaviour in and out
of the classroom
- Staff training for understanding and effectively managing
behaviour
- Working with parents to change behaviours
Please note: Down Syndrome Education Internationalreserves the
right to alter this planned programme and the content of each
session, if necessary, in order to provide the best possible service
to the delegates booked into any one training event.