Inclusive Education for All #15
11 May 2022 by Chris Barnes, Inclusive Education Officer, Down Syndrome International
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Let’s talk about some practical ways in which learners with intellectual disabilities can, in many cases, be included at school with their friends who don’t have an intellectual disability. I’ll add the usual caveat/justification that all circumstances are different, and all learners are individuals with their own particular talents, desires, and support needs; there are no activities, ideas, or plans that can work as they are in all cases!
Here are just a few, brief ideas to help us think, that can be adapted or adjusted as necessary.
Early years & early primary phases – ages 3-7
These phases are arguably the most special and influential on a child’s education journey. Young children are often very content to play alongside each other and differences/similarities are less important in the mind of children of this age range. At this phase, academic and social/emotional ‘differences’ are naturally less pronounced so more similar co-learning can take place.
Reading – Reading/story time is part of the daily class routine for all children. Peers can sit together during carpet-time, listening to the teacher or can look at / read each other stories in the reading corner. The teaching of reading begins now from base-level (eg child cannot read letters). Letters and sounds are introduced (phonics) – differentiated phonics activities are standard in schools. Learners with an intellectual disability should be placed in a group with peers who are working at a similar level, if possible.
Socialising – An important part of child development is role play or make-believe. Free-flow classrooms are the perfect environment for children to begin interacting, exploring, and learning independently. Playing with each other comes naturally to many children – gentle support and encouragement can be given to children who find it difficult. Learners with intellectual disabilities should be supported, if necessary, to engage and play with the other children where possible. Role play or ‘home’ corners are perfect for this interaction.
Latter primary phase – ages 7-11
At this stage, many children are becoming more self-aware and independent; lessons and activities in mainstream schools become more focused on academic attainment. Academic and social/emotional ‘differences’ between children with or without intellectual disabilities are often more pronounced and more needs to be done to accommodate and include. Careful thought, planning, and consultation needs to happen for effective inclusion to be achieved.
Lessons – As with all phases, and subject areas, an up-to-date and detailed knowledge of the child’s ability is essential. What does it mean for a child to be ‘included’ in a maths lesson? Well, if it is a fractions lesson, then the child should be doing fractions. If the teacher is asking questions, or listening to answers, the child should be involved in some way. All children require extra support at some point throughout their week, and all want to feel able to complete some tasks independently. This should apply to a learner with an intellectual disability, if possible. The child should feel enabled to get on with their learning independently, or with their friends, as often as possible. I’m asked regularly if a child with an intellectual disability should be sat with a support teacher, or with the other children. This depends on: the child; the activity; the teacher; the lesson and many more things. A reflective and fluid approach should be adopted where the best interest of the child, and other children are constantly discussed. Many children would be bored or resentful if they had to sit in the same place, or next to a teacher for too long.
Socialising – In a recent survey I took of parents, socialising was unsurprisingly deemed more important than academic achievement. 99% of the children I have ever taught or met appear to value friendships and playtimes over their lessons. Many issues at school stem from friendships, or lack of them. The child in your class with an intellectual disability requires friends, playtimes, time to let off steam and be silly. If this isn’t coming naturally, set up a discrete system of support whether that be organised games and activities, or a volunteer buddy system. Volunteer buddy systems will bring out the best in your children; they will learn some of their most important lessons showing empathy to others without reward. Sometimes the most ‘difficult’ children in your class will be outstanding friends to those with disabilities.
School life – For children to feel included in a class they must become part of everything. In an ideal world, they won’t miss the register being taken, they will attend assemblies, school trips, and sports days. If the class requires a reprimand, or a good tidy, they will be present and expected to take part as far as they are able. It’s important for self-esteem that your child is not treated differently, given extra time for homework, or given ‘easier’ work. For the other children and parents to see them as an equal, they must be treated equally. This doesn’t necessarily mean everything is exactly the same, but a fair and equitable experience in everyone’s eyes.
Post-primary / secondary phases – ages 12-18
During these phases, academic and social/emotional ‘differences’ can become much greater. It is essential that continuous monitoring happens to ensure the child feels: happy, included with peers, able to partake in lessons, a sense of belonging. Academic progress must also be tracked to help ensure lessons are meaningful, the child is making progress, teaching and support are effective. In many cases, teachers will need additional support/guidance to help include the child. The SENDCo (Special Educational Needs & Disabilities Co-ordinator) will play a crucial role here.
Lessons – Including children with intellectual disabilities in highly academic lessons with complex or adult themes can be a real nightmare for under-supported secondary teachers. Of the many secondary teachers I have interviewed, all wish for all children to be actively engaged in meaningful lessons, but most are unsure of how to achieve this. Some secondary teachers, and leaders, rightly or wrongly complain that they have neither the time, nor resources, to prepare separate, ‘lower-level’ lessons for learners with an intellectual disability. One way of looking at this ‘problem’ is to focus on academic ability and produce activities – similarly themed to those of peers – which can be attempted independently or with some support. Herein lies the issues of time & resources. Another way of looking at this is to consider how lessons can be adapted to provide accommodation for a wider range of learners, e.g., Can practical activities be incorporated? Can learners contribute to discussions or offer opinions? Can learning be undertaken in groups? Can support staff be deployed in creative ways to free up time / split lessons / share teaching time? Can alternative methods of communication / presentation be utilised? Can technology be better used to assist learners or scaffold learning/working?
Socialising – Teenage years can be extremely challenging for all children. Bullying, a heightened sense of self-awareness, and feelings of difference or too much support have been some of the negative comments from interviews with self-advocates about their time in secondary settings. (There were many positive ones too!) It takes a special sort of person to step out from the crowd in formative, teenage years and truly befriend someone who is perceived as being different. To help children with intellectual disabilities feel included, schools can support them to find friends with similar interests. Clubs, extra-curricular activities, and safe social spaces can help to achieve this. This includes after school clubs, where friendships/alliances are likely formed. Children across all phases must be taught how to interact with others, show empathy and be kind. Good examples of this should be celebrated, but not to the extent where it would embarrass or discourage.
Here Prof Rhonda Fraragher PHD, University of Queensland, talks about how teachers can ensure that learners with intellectual disabilities in their class/classes are included with their peers, to the greatest possible extent.
As always, this piece merely scratches the surface of the question!
If you, or a colleague, are planning to welcome a new learner with an intellectual disability to school in September, please get in touch with me for details of a mutually beneficial project.
Inclusive Education Webinar for Parents
23 May 2022 | 10am | FREE
Join Chris for a discussion led by industry experts and parent advocates on the effective inclusion of all children within mainstream settings. Click here or on the image below to register your place.
Next time we start looking at teaching – ‘How can I build a good working relationship with the family?’