Inclusion

Inclusion fosters a learning environment where every child has the opportunity to thrive alongside their peers. Embracing inclusion means creating educational settings that value diversity and provide tailored support to meet the needs of all students.

In an inclusive classroom, students with Down syndrome are integrated into general education settings, participating in academic and social activities with their typically developing peers. This approach not only benefits students with Down syndrome by offering access to a broad range of learning experiences and social interactions but also enriches the educational experience for all students by fostering empathy, collaboration, and mutual respect.

To ensure effective inclusion, schools implement various strategies, such as differentiated instruction, personalized learning plans, and supportive classroom environments. Collaboration among educators, families, and specialists is essential to address individual needs and create a supportive atmosphere that encourages all students to reach their full potential. By embracing inclusion, we promote a culture of acceptance and understanding, paving the way for a more equitable and connected learning community.

Inclusive Strategies for General Education

Suggestions to Remember

  • As you would with any student, set high expectations for your student with Down syndrome. All students have unknown capacities.
  • Teach the same lesson material but modify it so they can learn the same content.
  • Encourage your student to be an active participant in the class/lesson.
  • Don’t forget that there are a lot of resources you can tap into for help. Need ideas?? Ask students, intervention specialists, parents or other educators.
  • Diversity is a source of strength in the classroom. All of your students have something to teach each other. Empower them!
  • Work with paraprofessionals to advance academic and social goals e.g., how to integrate the Instructional
  • Assistant (IA) in your classroom and encourage them to help when necessary and step back when appropriate.
  • You are the primary teacher. You want the IA to help facilitate but not take charge.

Ideas for Implementation

  • Universal Design for Learning (UDL): The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all students equal opportunities to succeed.
  • Inclusion relies on differentiated instruction: It can be used for content, process, or product. It can be based on student interest, readiness, or learning profile.
  • Pre-teach, Teach, Re-teach: 
    • Intervention Specialist can PRE-TEACH the material
    • General Education Teacher can TEACH the material
    • Instructional Assistant can RE-TEACH the material
  • Creative scaffolding: Scaffolding in the field of education refers to a process in which teachers model or demonstrate how to solve a problem, and then step back and offer support as needed. E.g., when trying to teach someone to ride a bike, you give them training wheels.

Don’t be scared to take a risk. You can learn from failure!

Inclusive Strategies for the General Education Teacher (PDF)

Down Syndrome Association of Greater Cincinnati Education Resources

Joanie Elfers, School Age Matters Coordinator - Joanie has expertise in a variety of school topics. At no charge to families, she is available to attend school meetings, assist in IEP planning and work with educational professionals to achieve a desired goal.

Joanie also engages with schools to provide valuable information, create connections, and expand the impact of our work and support. She is available to do "Peer Presentations" in the classroom setting to enhance the students and teachers understanding of Down syndrome.

Presentations from the 2019 Motivation in Education Conference

Best Practices & Behavior Supports for Learners with Down Syndrome
Presented by Gretchen Carroll, MA of Cincinnati Children's Hospital & Medical Center

Creating Inclusive Classrooms: Accommodations, Modifications & Co-Teaching Strategies
Presented by Caitlin Smith of Kings School District & Todd Juengling of Clark Montessori

Strategies for Positive Communication & Collaboration between Parents & Educators
Educator & Parent Panel