AN EXPLORATION OF THE ISSUES IN MEETING THE NEEDS OF DOWNS SYNDROME
Adult’s Perception – Teacher, Nursery, Staff Peers
- Social Behaviours
- Use of LSA
- Child’s response to this
- Keeping Child Back
- Separating – Not Inclusion
- Of SLT’s Service NHS
- Compare to others Services (Private)
- Weekly ‘Specialist SLT’
- Very vocal group of parents
- Tight knit group.
- View of parents as to SLT Therapeutic role.
- Access to Internet resources that are potentially ‘Unhelpful’
- ‘to Fix their child’s speech’
- Training of Nursery Staff
- Lack of knowledge of how to support development & learning.
- It works when there is transition by meeting & sharing knowledge.
- Access to Education
- Challenging behaviours @ Sec. School – Gap in service to manage.
- Parents ask for all Quantification in EHCP.
- ‘Talking tools’ approach – Efficiency?
- SLT Training. What do we need to support this group of children?
QUESTIONS ASKED IN GROUPS
- What is the Role & Responsibility of the SLT?
- Perception of role (Vs What can we do?)
- Working in harmony/Collaboratively with others (& Private SLT’s)
- SLT will ‘therapy Child & lots of it’
- Reality – More indirect working (Setting programmes/Passing on skills for others to)
- LSA/SENCo less confident with this.
Where it works well:
- Having SENCo/LSA who understand about language processes to see why SLT’s do what they do. (e.g. explaining why they may not work on speech)
- Collaborative working with everyone who creates goals/targets… so parent/Professionals can see it is related (separate to annual review).
– Having allocated Liaison time.
– Being clear with families where your role ends (but knowing who else in MDT is responsible).
- Early yrs information – Sharing – Rolling it out for older/school aged children.
- How can we engage Nurseries and schools to meet the needs of children with Downs Syndrome
– Role of SENCo
- Educational Statement: Issues & resource implications.
Role of SENCo:
– Offer MDT Training – Core DS Course & Resources
- Information sharing/ Coffee Morning.
- Locality Cluster Groups
- Use SLA to highlight needs of the children & a plan for meeting the needs/Group practice model
- School Communication ‘total C. Environment & integration of this curriculum.
- Get Parent/Carers involved in school meetings/Plans & training
- Holistic approached across MDT: Reviews/Prioritisation of need & input.
- Support SENCo/ in School in planning & implementation of objectives re: Meeting the needs.
- ES Issues & resources implicit
- Who is the team around the Child with Downs Syndrome? (Mainstream/Community)
- How can this team meet the child’s needs
- How can we apply the new Mainstream model of SLT to this group of children?
- allocated no. of SLT session to schools. Jointly decide what to do with them –
- Clarify that sessions may be by LSA, not just SALT.
- Provide programmes and resources
- Include training of LSA or specify that LSA already trained e.g. in Makaton
- LSA, Nursery Staff
- SENCo, Teacher
- Pyscho. / Clinical Pyscho.
- School Nurse & School Doc.
- Private SALT.
How to meet Needs?
- Clear lines of communication
- Sharing information.
- Parent often ends up as go-between – is this appropriate?
- Joint working.
- IEP meetings/annual reviews.
- Generalisation is very important – Withdrawing from class is not always helpful.
- All using same strategies.
- Group work rather than individuals.
- Buddy system e.g. for playtime, play ground games led by adult.
WHAT DO WE THINK WE NEED IN MAINSTREAM/COMMUNITY FOR EFFECTIVE SERVICE PROVISION & DELIVERY for children with down syndrome CHILDREN?
- Early involvement its care pathway (Built in review)
- Engaging users ASAP
- Alternative transition policy/plan
- Communication passport
- Training/knowledge sharing.
- Promotion in inclusion – e.g. early communication groups
- Singing & Signing
- Dropping Facility
- 1’oclock Clubs
For Further information on Down syndrome go to https://www.downs-syndrome.org.uk/