Instruction in Integrated Environments for Students With Down Syndrome

1977 Words Jan 13th, 2018 8 Pages
Children with Down syndrome experience neurocognitive deficits in the areas of language development, communication, memory, and higher order thinking skills that depend on judgment and integration of concepts (Davis, 2008). The significance of these impairments for teachers and educational systems is that children with Down syndrome learn at a slower rate than other children, but they are capable of learning in integrated classroom assistance when targeted accommodations have been identified and made available. Invariably, teachers in integrated settings who have students with Down syndrome in their classes will make targeted instructional decisions that are designed to capitalize on the students' strengths and minimize their weaknesses. This paper discusses successful strategies that are adaptable to the education of students with Down syndrome in integrated educational environments.
The integrated instruction advantage. Studies comparing the performance and wellbeing of children with Down syndrome in integrated environments and special education placements consistently find that the children learn more and experience more social acceptance in mainstream settings (Archer, 2006). The comparisons are typically based on three learning categories: Daily living…

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