Educational experiences of pupils with Down syndrome in the UK. (December 2021)

• Record Type: Journal Article
• Authors: Hargreaves, Stephanie; Holton, Sarah; Baxter, Rebecca; Burgoyne, Kelly
• Is Part Of: Research in developmental disabilities. Volume 119(2021)
• Publication Date: 2021-12
• Subjects: Down syndrome -- Inclusion -- Education -- Mainstream -- Participation -- Support; Developmental disabilities -- Periodicals; Developmentally disabled -- Research -- United States -- Periodicals; Developmentally disabled children -- Education -- Research -- United States -- Periodicals; Developmental Disabilities -- Periodicals; Disabled -- Periodicals; Mental Retardation -- rehabilitation -- Periodicals; Personnes atteintes de troubles du développement -- Recherche -- États-Unis -- Périodiques; Enfants atteints de troubles du développement -- Éducation -- Recherche -- États-Unis -- Périodiques; Développement, Troubles du -- Recherche -- États-Unis -- Périodiques; 616.858800
• DOI: 10.1016/j.ridd.2021.104115
• Languages: English
• ISSNs: 0891-4222

Abstract

Highlights: Variability in education provision for students with Down syndrome in the UK. School placement is affected by pupil characteristics. Many schools implement strategies associated with best practice in education. Many schools use strategies for better outcomes but pupil experiences are variable. Abstract: Background: Though research has identified that increasing numbers of pupils with Down syndrome (DS) in the UK are educated in mainstream schools, little detailed information about the educational experiences of pupils with DS is available. Aims: This study explored parent views of the educational experiences of pupils with DS attending UK schools (Reception-Year 11) using an online survey. Methods and procedures: Responses from 569 parents were collected. Outcomes and results: Overall, 65 % of pupils were in mainstream schools but this was more common at primary (80 %) than secondary school (37 %). Pupils participated in most academic and social activities alongside their peers but were commonly not accessing all opportunities. Many pupils received additional support in school including external professional services. Frequent meetings between parents and teachers/teaching assistants indicated high levels of collaboration. Teachers and teaching assistants were largely viewed as responsible for children's learning. Overall, respondents reported satisfaction with provision. Conclusions and implications: Many pupils with DS in the UK are able to access a broad and balanced curriculum but this is not the case for all. Ways in which provision can be enhanced are discussed.