Down’s Syndrome Association publishes back-to-school guides for children with SEND

The Down’s Syndrome Association has produced a series of resources to support children and young people with Down’s syndrome and special education needs and disabilities (SEND) as they return to school.

It acknowledged that the back-to-school period can be a stressful time for children, parents/carers and teachers alike, so it is essential to plan early to ensure a smooth transition for pupils.

The resources include a back-to-school checklist that features using social stories or picture booklets to help familiarise your child with the school building, staff, timetable, etc. It says that families may also want to take a trip to see the outside of the school.

There is also a section on what to expect from the school, stating that a key document worth reading is the SEND (Special Educational Needs & Disabilities) Code of Practice (UK) 2014, which outlines…

‘All children and young people are entitled to an appropriate education, one that is appropriate to their needs, promotes high standards and the fulfilment of potential.”

It adds that, given that the vast majority of children with SEND are in mainstream settings, it shouldn’t be impossible to expect (for the majority of children):

• Your child is involved in lessons, activities, and breaktimes with their peers. For example, if the class/cohort is doing maths, your child is also doing maths.
• Your child will be taught by a qualified teacher, for at least some of the lesson/day and not exclusively by support staff.
• Work & activities are set at an appropriate level for your child’s ability, so at least some can be attempted/completed independently.
• High expectations of learning, progress, and behaviour are expected of your child, including regular assessment of academic skills.
• With reasonable accommodations made, your child can participate in extracurricular activities, trips, visits, clubs, assemblies, and performances.

What’s the latest on EHCPs

There is also guidance on the current legislation surrounding Education, Health and Care Plans (EHCPs). It explains how an EHCP works and how to ensure your child’s plan is tailored to their needs. It will be helpful for families who are at the draft plan stage or if a child’s EHCP is being reviewed.

This will be essential reading given that changes to EHCPs are expected to be made by the Department for Education in its School White Paper, expected in September.

The resources also provide tips on building a good relationship with the schools. It adds that a good parent/school relationship is all about real, honest, and regular communication.

It suggests listening to the school with an open mindset, even if you disagree and trying to get to know your child’s teacher(s), even if that requires short, informal meetings (virtual or face-to-face), or a series of emails.

Other tips include not bombarding staff with needs and requirements straight away; give the school time to do its job. They need to get to know your child – what they like/dislike, how they work, and what makes them tick. Let them learn from failure rather than expecting immediate 100% success.

Resources for SEND teachers

There is also a series of resources for teachers on supporting children’s learning. It says that methods that support success include:

• Setting up and scaffolding situations for learning by imitation
• Daily practice of targeted skills is built into engaging class activities
• Planned activities that become part of the child’s routine
• Support for positive behaviour and for friendships
• Adaptations that use learning strengths and support areas of difficulty.

From this basis, teachers can plan differentiated programmes of work across the curriculum. They can share their expertise about what works well with new class teachers as the learner progresses through school.

Other useful sections are supporting children with complex needs and health problems, person-centred learning, and planning for independence.

Alison Bloomer

Alison Bloomer is Editor of Learning Disability Today.

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