Is your child ready for the new school term? Is their school ready for them?
As a new school term begins, parents of children with Down syndrome may wonder whether their child is ready for the learning ahead. But we should also ask whether schools are ready to support them. By understanding each child’s strengths and learning style, and by working together, parents and teachers can create meaningful opportunities for every child to learn and progress.
As another school term begins, many parents are asking the familiar questions. Does my child have everything they need? Are they ready for another eight to twelve weeks of new topics, new concepts and new challenges?
For parents of children with Down syndrome, there can be another layer to these questions. We may wonder whether our child is ready to keep up with the demands of the new term.
But perhaps there is another question we should be asking too:
Is the school ready for our child?
Are teachers equipped to differentiate the curriculum so that a child with Down syndrome can access the same learning in a way that works for them? Do they know how to break a new concept into smaller, manageable steps? Can they use visual aids, repetition, practical activities and everyday objects to make an abstract idea easier to understand?
Most importantly, can they see beyond the diagnosis and see a child who is ready and able to learn?
Children with Down syndrome may need additional time to process information, more repetition or a different way of being introduced to a concept. One child may understand something more easily when they see it demonstrated. Another may benefit from pictures, objects or hands-on activities. Some may prefer to watch other children complete an activity before trying it themselves.
This does not mean that they cannot learn. It means that we need to understand how they learn best.
A maths lesson, for example, does not always have to begin with numbers written on a page. Bottle tops, beans, spoons or blocks can be used for counting, grouping and simple addition. A daily routine can become an opportunity to practise sequencing. Pictures can support language and comprehension.
As parents, we can spend a lot of time worrying about whether our children are receiving the right support at school. We ask questions, search for resources and sometimes find ourselves going round in circles trying to work out what will help.
One thing worth remembering is that neither parents nor teachers can do this work effectively in isolation.
The strongest support comes when parents, teachers and other professionals work together. Developing an Individualised Education Plan (IEP), for example, should be a collaborative process. Teachers understand the classroom and curriculum. Parents bring a deep understanding of their child: what motivates them, what frustrates them, how they communicate and what helps them understand something new.
When we bring that knowledge together, we can set goals that are meaningful, achievable and appropriate for the individual child rather than simply measuring them against everyone else in the classroom.
One simple way parents can begin this process at the start of a school term is by creating a short ‘About Me’ profile for their child.
It does not need to be complicated. Include the things your child enjoys, their strengths and interests, how they communicate, what motivates them, what they find difficult and how they respond when they are tired, frustrated or overwhelmed. Most importantly, include information about how they learn best.
Perhaps your child likes to watch first before joining an activity. Maybe they respond well when instructions are demonstrated rather than simply spoken. Perhaps they need a little more processing time before answering a question, or learn new skills more successfully when they are repeated several times. These details can help a teacher understand the child sitting in front of them, rather than relying on assumptions about what a diagnosis of Down syndrome means. From there, parents and teachers can discuss priorities and develop realistic goals and objectives for the term or school year.
As we send our children back into classrooms this term, the question should not only be whether they are ready for school.
We should also ask whether the environment around them is ready to recognise their strengths, understand how they learn, and give them meaningful opportunities to participate.