Inclusive education
Learning together, building inclusive communities
At the Down’s Syndrome Association, we believe in the rights of all learners who have Down’s syndrome to inclusive and equitable quality education and lifelong learning opportunities. .
This week we will be looking at what an ‘inclusive education’ might look like for pupils who have Down’s syndrome and some of the principles that underpin our work.
Every learner who has Down’s syndrome is unique. Individuals differ across all aspects of social and cognitive development as well as in their family support and educational opportunities. Every individual is helped by teaching staff having high expectations.
A parent from Wales (Amanda), whose son’s transition into his new school had gone really well shared this quote from one of his teachers:
‘It’s our privilege to have him here. The students and the staff love him. He completes us, he’s the cherry on the top. Even the grumpy maths teacher has been heard saying “when Morgan enters a room, the room lights up.”‘
Children who have Down’s syndrome need skilled teachers who understand their current skills, abilities, strengths and interests and who can teach them the next steps through engaging teaching and learning activities. They need to be welcome, socially included members within their classrooms and schools. The positive attitude of the whole school is fundamental: schools need a clear and sensitive policy on inclusion with committed and supportive staff, especially the senior management team.
Most children who have Down’s syndrome need additional support for optimal learning in all types of schools. The quality of support the child or young person receives can have a tremendous impact on his or her learning. Class teachers and teaching assistants (TAs) should meet regularly to liaise, plan, feedback and monitor progress.
We realise that everyone has knowledge and experience in their context and think that sharing this is beneficial to everyone interested in providing, or receiving, a more inclusive education offer in the UK (and internationally).
Therefore, we look forward to hearing from you about what works in your setting, so that we can further share great practice.
What is inclusion?
Inclusion is a highly contested term, and it can mean different things to different people.
It is still an emerging practice in many school systems around the world and misconceptions are prevalent. Inclusive schools welcome all students into the school. A school is not inclusive when it does not accept all students, even if it labels itself as inclusive.
(DSi Guidelines, p13)
Our work at the Down’s Syndrome Association is underpinned by a human rights approach to education, drawing on Article 24 (Education) of the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD, United Nations, 2006). Three key human rights concepts identified in Article 24 of the UNCRPD of relevance to the education of learners with Down’s syndrome are important to our work, namely:
- Inclusive Education
- Lifelong Learning
- Equal Opportunity.
A recent UNESCO International Forum on Inclusion and Equity in Education (UNESCO, 2019) event which sets out an approach where every learner matters, defined inclusion as:
‘a transformative process that ensures full participation and access to quality learning opportunities for all children, young people and adults, respecting and valuing diversity, and eliminating all forms of discrimination in and through education. The term inclusion represents a commitment to making preschools, schools, and other education settings, places in which everyone is valued and belongs, and diversity is seen as enriching’.
They produced a short video about why inclusion matters in education:
Advice from the Right to Inclusive Education (General Comment No.4) on the United Nations Convention on the Rights of Persons with Disabilities (2016) is an appropriate starting point for establishing a shared understanding of the importance of inclusion. The following paragraphs from the General Comment are relevant to our work:
‘Historically viewed as welfare recipients, persons with disabilities are now recognized under international law as rights holders with a claim to the right to education without discrimination and on the basis of equal opportunities. (I.1.)
Only inclusive education can provide both quality education and social development for persons with disabilities, and a guarantee of universality and non-discrimination in the right to education. (I.2.)’
What does the term inclusive education mean?
As per the International Guidelines for the Education of Learners with Down Syndrome (see page 4), we agree that:
Inclusive education means ‘that all students attend and are welcomed in their local educational setting and are supported to learn, contribute and participate in all aspects of that context’
Inclusive schooling means ‘all are welcomed by their neighbourhood schools and taught in age-appropriate, regular classes engaging in all aspects of the student life of the school, and all receive support appropriate to their needs’.
We recognise that by using these definitions, special schools and separate special classes are not considered ‘inclusive’, however we do understand that within the current education system in England, Wales and Northern Ireland, that they may be the only suitable option available for some learners. From the discussions we have with families, we understand that unfortunately mainstream education settings do not always appear to be inclusive for learners who have Down’s syndrome. We understand how difficult it is for families to be told that their child is not welcome.
Unfortunately there are too many children and young people who have Down’s syndrome who are being failed by education systems around the world. They are not given the support that they need to succeed in mainstream schools. Therefore we continue to provide support, resources and training opportunities to educators working across a range of settings, to help them develop a more inclusive approach to educating learners who have Down’s syndrome.
We also make direct approaches to Government departments and respond to Government consultations, including the voice of people who have Down’s syndrome in all of our policy work. We are also active members of rights based organisations including the Special Education Consortium and the Council for Disabled Children’s Special Educational Needs and Disabilities Information Organisations Group (SENDIOG), where we are able to make representations on behalf of learners who have Down’s syndrome and where we can work collaboratively with other key partners in the voluntary sector to improve the education system for all learners. The law alone will not change community values, though it does provide protection and direction for those who seek to implement change.
We are committed to providing practical help and support to teachers and others working in education settings, enabling them to feel more informed and confident about welcoming a learner who has Down’s syndrome into their setting. Furthermore, we want educators to know that if they have any questions or concerns that we at the Down’s Syndrome Association are able to help. We believe that greater educational inclusion is possible and are committed to playing our role in supporting educators in their own journeys as they learn more about how to teach and support learners who have Down’s syndrome.
Throughout the project, we will be sharing resources made with and by young adults who have Down’s syndrome so that you can hear about what matters to them in their own words.
Here Isla talks about her experience, as well as things that can help students who have Down’s syndrome.
Useful resources and information about inclusive education approaches
Here are some useful resources, blog posts and videos relating to developing an inclusive education practice that we would like to share with you this week: