'In Depth' Track - Childhood (5-11 Years)

This two-day 'In Depth' track provides education, social work and healthcare professionals with the information and practical advice needed to provide the most effective education, therapy, care and support for children with Down syndrome from 5 to 11 years of age. This track is also suitable for parents requiring more detailed information.

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Sharing research evidence to guide practice

This track offers up-to-date, reliable and evidence-based information for families and for professionals involved in education, healthcare and social care. Through this two day track of keynote and breakout sessions, delegates learn about:

• the latest relevant research findings that indicate effective ways to help children with Down syndrome learn during their childhood (5-11 years)
• how we can use this research evidence to develop practical methods and activities to promote their education and development

In the last 15 years, scientific research has demonstrated that children with Down syndrome usually have a particular pattern of learning strengths and weaknesses, and that teaching and therapy approaches are more effective when designed using this information.

This conference track shares information from the two sets of research literature that are relevant when developing evidence-based practice for children with Down syndrome during their childhood:

• the research that studies the development of all children - how they learn to talk, move, socialise, learn and read
• and the research that directly studies the development and learning of children with Down syndrome

The keynote presentations illustrate how this research information provides guiding principles for effective therapy and education approaches in each area of development and education from 5 to 11 years. The workshop sessions provide information about practical methods and activities to be applied in the home and in school settings.

We have designed the content of this track to take account of the wide range of abilities present in children with Down syndrome from 5 to 11 years - i.e., both age-appropriate and developmentally-appropriate guidance is provided.

Recognising that the most important resource in any child's life is their family, the presentations will address the ways professionals can work in partnership with, and support, families to fully support their child's development during their childhood. Professionals will find that much of the practical information and guidance offered in relation to meeting the needs of children with Down syndrome is directly relevant and transferable to their work with other children with learning, communication and language difficulties.

Each presentation provides delegates with a guide to further reading - covering both key research papers and practical references to allow delegates to extend their knowledge as they wish. This 'In Depth' track is accredited by Down Syndrome Education International.

Please note: The 'In Depth' tracks offered may vary at different Education Conferences. Please check the details for each venue for information about available tracks.

Content

Session summaries

Delegates on this track attend all of the following keynote and breakout sessions:

Keynote sessions

Day One

1. Evidence based practice: what does research tell us about the specific language and learning needs of children and young people with Down syndrome?
   • A summary of the research findings on the specific developmental profile associated with Down syndrome.
   • Further detail on the specific speech, language and cognitive profile associated with Down syndrome.
   • Implications of this profile for planning education and therapy programmes.
   • Evidence that we can change the expected profile if we apply this knowledge.
2. What does research tell us about teaching children and young people with Down syndrome to read?
   • What levels of achievement can we expect?
   • What are the most effective teaching approaches?
   • What are the potential benefits for speech, language and memory?

Day Two

3. Evidence for the benefits of inclusion in education and the keys to success.
   • What is inclusive practice in education?
   • What does research tell us about the benefits?
   • What does a school need to do to develop successful inclusive practice?
4. Looking forward: How do we support full inclusion and meaningful lives?
   • Planning for full and meaningful lives.
   • The world of school and community - how to encourage friendships and social inclusion in school and in the community. 
   • The role of inclusive education. 
   • Preparing for adult independence.
   • How to identify demands and to take care of the whole family now and in future years.

Breakout sessions

Day One

1. Developing speech and language skills
   • An overview of speech and language development from 5-11 years.
   • How to identify the current stage a child has reached.
   • How to use regular curricular activities to promote speech and language development.
   • Additional practical activities that will help.
2. Developing number, maths and memory skills
   • An overview of steps in understanding early number and counting.
   • Adaptations to class teaching methods.
   • Making full use of visual learning approaches to teach number including Numicon.
   • Learning about time, money and measurement.
   • Memory games, improving everyday memory and visual supports for planning and remembering.
3. Developing reading skills
   • Effective ways to get reading started.
   • How to develop a reading vocabulary. How to develop phonic skills, decoding and spelling strategies.
   • How to ensure that reading comprehension keeps pace with reading accuracy.
   • How to use reading activities to develop spoken language skills.
   • Adapting class literacy teaching.
   • The benefits of supported literacy.

Day Two

4. Strategies for accessing the curriculum
   • Adaptations to teaching and assessment approaches which will optimise learning for most children with Down syndrome, including 'Response to Intervention'.
   • Principles for differentiating the regular curriculum, including 'Universal Design for Learning'.
   • Additional resources to support learning including ICT.
5. Developing motor skills and independence
   • What influences motor development - principles to encourage progress.
   • Practical activities and strategies to develop motor skills for handwriting, self-help skills, physical education and playground activities.
   • Ways to promote practical independence.
6. Supporting social development and managing behaviour
   • Facilitating full social inclusion and friendships.
   • Peer support - buddy systems, circles of friends.
   • Positive behaviour support
   • Strategies to encourage age-appropriate behaviour and to prevent 'difficult' behaviours.
   • Strategies to change unwanted behaviours.

 

Please note: Down Syndrome Education International reserves the right to alter this planned programme and the content of each session, if necessary, in order to provide the best possible service to conference delegates.

 

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Feedback

Read and watch feedback from professionals and families who have attended our Education Conferences.

"truly inspirational and positive"..."well presented and organised"..."fantastic" feedback on our conferences...

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Further information

• Venues and Booking page
• One day 'Essentials' tracks
• Two day 'In Depth' tracks:
  • Early Years (Birth-5 Years)
  • Childhood (5-11 Years)
  • Adolescence (11-16 Years)
  • Speech and Language Professionals

• Feedback from delegates
• Hosting a conference
• Down Syndrome Education Conferences home page