Learning strategies for students with down syndrome (+ printable handout)

Learning Strategies Online Toolkit

Compiled by Hailey, Lauren, Jess & Jamie

Topic resources

Handout Learning Strategies for Students with Down Syndrome

Slideshow on learning strategies for students with Down Syndrome

Learning & Living with Down Syndrome

Common myths

Learner Characteristics

Teaching Strategies

Teaching sign language is a massive tool in helping many children with down syndrome build their communication and autonomy.

https://www.signingtime.com/wp-content/uploads/2019/06/eightsigning_activities.pdf

Some simple gateways to understanding sign use for learner’s with heightened visual communication needs.

https://downsyndrometoolkit.weebly.com/sign-language.html

Try and incorporate visual schedules (interactive is best!) in your school day, and frontload what expectations you have for the day to avoid unwelcome surprises

Problem solving aids

When you can incorporate simple hand cues for yes/no questions, do it! Much more empowering when it’s for something quick (works well for children with selective mutism, too)

Take a look at some of these teaching strategies in action here:

Developing IEPs

Resource: Supporting the Student with Down Syndrome in Your Classroom

Resource: Inclusive Education: Special Needs Designations and Categories in BC

• Designations A through H are considered “low incidence” and designations K through R are considered “high incidence”. Low incidence designations are generally special needs that require greater support and services.
• Down Syndrome is considered to be in the designation K category (mild intellectual disabilities) which does not qualify for supplemental funding from the Ministry of Education, just the basic per-student allocation only
  
• As can be the case, students with Down Syndrome who have other exceptionalities that fall under an A through H designation category will be eligible for that respective level of funding (e.g. student with Down Syndrome who is also visually impaired may be eligible for either category B or category E funding depending on the severity of the impairment).

Resource: Special Education Services: A Manual of Policies, Procedures and Guidelines

• • Developing an IEP:
    • 5 phases: these are continuous and flexible
      • Identification/assessment
        • Teacher makes observations and evaluations – introduces differentiation and notes how students respond to the variation
        • Teacher consults with the parent and, where appropriate, with the student themselves to discuss concerns and progress. “The teacher should discuss with the parent the appropriateness of a referral to a physician for a comprehensive medical examination to exclude the possibility of a medical basis for the concerns.” (13)
        • If the student’s needs remain unaddressed, the teacher should consult and collaborate with the school-based resource personnel. Develop strategies and ways of implementing them together.
        • If strategies are unsuccessful, the teacher should consult the school-based team.

• The school-based team can provide

• extended consultation on possible classroom strategies;

• planning for and co-ordination of services for the student;
• access to additional school, district, community or regional services; and
• • • • • • planning for and co-ordination of services in the school. (14)
    • Planning
    • Program support/implementation
    • Evaluation
    • Reporting
  • Collaboration and consultation among all involved parties throughout the process (student, family, teacher(s), administrative and support personnel, representatives of community/district/regional agencies)
    • Student should be included in every step unless they are unwilling or unable