Awareness of Students with Diverse Learning Needs,
What the Teacher Needs to Know, Volume 1

Classroom Strategies

• Prior to enrolment, meet with the parents and the student for assessment and mutual understanding of goals, possibilities and limitations.
• Consider placement on the basis of individual needs and program availability. Help the parents choose the best alternative. This may be a regular class, a special class or a combination of the two.
• Develop an Individual Education Plan (IEP) to include modified learner outcomes as well as essential and supportive skills.
• Maintain ongoing communication with other members of the team, including: para-professionals and health care professionals, speech and hearing therapists, occupational therapists, physiotherapists and psychologists.
• Through continuing communication between home and school, ensure consistency of behaviour and expectations and understanding of setbacks and successes.
• Be aware of any specific medical problems or medication. It is the responsibility of the parents to keep the school informed.
• Communicate any marked changes, physical or behavioural, to the parents. A medical assessment may be required.
• Discuss what will happen before it does: use wall charts, calendars, photos of a single activity or a single day. These activities reinforce structure and sequencing.
• Allow time to finish a task.
• Help the student to structure play as well as work - or the activity may become confusing.
• Break up tasks into small steps; use short blocks of time.
• Avoid the abstract in favor of the concrete and the visual.
• Phrase questions simply, and allow response time. Use short sentences.
• Encourage speech by having the student express wants, rather than forming simple "yes" or "no" responses.
• Gain attention by using simple commands, e.g., use eye contact. Be precise.
• Help the child focus on the task - remove items that might distract.
• Expect appropriate behaviour. All students are accountable for their behaviour.
• Help the student develop independence: this will both increase self-esteem and improve social relationships.
• Help the student and others understand Down syndrome. Initiate open discussion, considering individual differences and wide variations of abilities. Your own behaviour and acceptance will serve as a model.
• Cooperate with the parents in integrating learning activities, e.g., shopping, banking, renting a video, travel. Be mutually aware of what the student knows and is learning.
• Encourage interaction and involvement with other students through play and classroom activities.
• Include the student in physical activities, following a medical assessment.
• Provide assistance if necessary to help overcome the muscular weakness and joint instability. Stairs, slippery floors may pose problems.
• Be aware of the available specialized computer software especially designed to facilitate reading and communication.
• Read, research and investigate: the contacts suggested (overleaf) will be pleased to furnish current material.
• Beware of outdated books and research.