Any Reception teachers willing to share positive stories about their pupils with Down's Syndrome?

[Perspective21]

My son will be starting mainstream Reception in September, or a little later, whenever Statement and support are organised. He currently attends a mainstream, private nursery for 3 short days. He is doing well in that he is physically capable, runs around and footballs etc. with all the others. His social skills are good, he is popular and friendly and other children are choosing to play with him and invite him to join their games.

The big however is that his cognitive ability is low, so his chronological age is 4 but some of his "thinking assessments" he has performed at 2-3 years. He has very few words although these are slowly emerging. He is very happy at nursery and I'm happy with how it's going but a part of me is dreading Reception because I'm a TA and know what the children can achieve academically. I also have two much older high school children so I know very well exactly which things he isn't capable of.

We just want him to join in, meet his own learning targets which will obviously be decided with school staff and us, rather like we do at the moment. I know the idea is that as long as he makes progress, this is a "good thing" but I'm already worried that he's going to be obviously behind so many others.

As a family, we totally accept and love him as he is but I feel a bit worried about how he will do. We've been advised MS initially and then keep evaluating as we know the academic gap will widen.

I'm just looking for reassurance that he will be okay and happy at school and I need to try not to worry about learning phonics etc.. I'm finding it hard as my other two strolled into Reception reading simple picture books and writing their names, he just seems a world away.

Thanks for reading so far

I know two children with Down's Syndrome that are in mainstream primary school.
Both are learning, thriving and not at present needing more than the schools can offer. In both cases the year (and in one certainly the years above too) is very protective towards them and they look after them in a lovely way. As far as I can tell both are happy, thriving, and join in with all activities they want to at school (including after school clubs etc)

Both of them have at least some 1-2-1 time on their statement. If you haven't got a statement, it is worth getting the ball moving though as they can take a long time to come through.

Thanks DeWe, statutory assessment process has started and we do know lots of other families whose children are doing well in Reception. I was just getting cold feet and wondered from a teachers point of view, how does it seem to work?

not a teacher but a parent of a DD with DS in MS still (now 14!)

we chose a small local primary school that had a lovely feel rather than an Ofsted high flying / two stream entry schools close to us, loved it and were very happy for NT DS to follow two years later. So do your research and be sure school are positive about accepting him (aren't always)

We found that being there from 4/5 meant that the other children were very accepting of the differences - which of course do widen - even up to 11 - 'that's just Sinclair Jr' etc. So try not to worry about that, there will be other less academic children and she will make friends, tho we were very proactive in inviting other girls over from the off.

You sound knowledgable and as if you will be keen to support school work at home - that is important too. we had a home school diary up to Y8 which was invaluable as there isn't always time to do a detailed handover at 3.30, your LSA may not work the full day (we have 80% funded)

DD was pre-phonics and learnt to read by whole word recognition which I think is frowned on now - but she reads well and for pleasure (still very behind of course) so it might be worth reading up on phonics and other approaches. Reading is obviously key.

Finally as this is turning into an essay - I am assuming nursery is using Makaton, we used this into Y2 I think, in a busy classroom being able to sign toilet even if you can say it is invaluable.

I have personally known dozens of children with DS go through MS primary, obviously you are concerned but there is masses more support and resource out there to help kids like ours these days - good luck!

Sinclair - whole word recognition is not usually used for most MS children anymore, but it IS used for children with Down Syndrome. It is a recognised point of difference in their learning styles. They should be exposed to the phonic teaching, etc, too - but may not apply those tools until much later.

www.down-syndrome.org/practice/349/practice-349.pdf

Perspective21 - have you met the SENCO? How experienced are they? Do you think you and they could work together well?

Thanks for posting Sinclair, that was a great response. The school we've picked is where are older children went and they know our whole family, in fact I was workin there as TA when conceived our son...he should feel very at home!

Sometimes I think I know a little bit too much about school and reading and writing as I can gauge very clearly what he needs to learn, it feels a bit daunting. Lovely to hear your daughter made good progress with her reading. Well done her and all of you x

We are in a strong position really, school very keen to have him and put support in place and work together but all of a sudden I'm feeling nervous for him.... I think because I've fixed and sorted so much for him, maybe it's a bit harder sending him out on his way! I know it's not logical really, but emotionally it seems hard.

Thanks so much x

CaterpillarCara, cross posted there, yes, I think school is very positive and we are talking even now. Thanks for the link, I'd read this but that is a great article to print off for my helpful resources, if they'd like to read through. I know the SENCO but I do know they don't always have heaps of time to research all conditions and implications as much as they would like, so I'm willing to help all I can.

That sounds like a great start then, if you can work collaboratively already.

Your son's football, social skills, etc, will all help him in the playground too.

Have taught 3 children with downs over the years...not in reception but in year 3, year 5 and year 6.

All 3 children did really well at school, I feel their needs were met and they all made excellent progress. We have excellent TAs and their families worked really well with us. The children all made friends and not just within their class. Other children were caring and friendly, and as they got older were quite protective in certain situations.

Ps- really sounds as if you've hit jackpot with the school. I was talking to a friend recently who told me that her nephew (with downs) first choice if school had more or less said it wasn't the place for him on the first meeting. His parents were told he'd probably be bullied and making friends would be hard for him.... How outrageous. Needless to say she didn't send him there and understandably but unfortunately she didn't have strength to complain etc

I'm in exactly the same position perspective (are you on the FoD Facebook?!). He's in the ms nursery now but the Ed psych, who I've not even met, has suggested he goes to a local special needs school. The ms school was suggesting he repeat nursery and then went to school at 5. I know he'd not be ready thus September but maybe with some extra time he would be. But she wasn't sure what value there was in this. I just don't know what the right thing to do is.

I've taught quite a few children and they fit really well in to a mainstream classroom. Like every student, you differentiate the work and provide accommodations as necessary, but I've rarely experienced social problems. As has been mentioned a couple of times, the other students often end up quite protective of them and they are included in activities and lunchtime sports.

Thanks for the responses everyone, it all seems very encouraging. Mamma, yes I really think the right school seems to be the most important factor and I will stay positive. I was feeling wobbly because his lack of verbal skills really marks him out in his nursery room to me, the rest of his peers are such little chatterboxes, naturally. The children do seem to have worked it all out amongst themselves though as for the more formal aspects of learning, literacy and numeracy, we'll be guided by the teachers. I'm going to try to take it all in little chunks and not panic about his education as a whole!

Thanks everyone, you've really cheered me up x

Yes, Wips, I am my little boy is Freddy

Thanks for posting that link to the reading CaterpillaCara, I never had that formally acknowledged before.

Perspective if you have the school sorted - and it sounds perfect to be honest, familiarity is key - then you are more than half way there. Your little fellow sounds great too - he will surprise you, it is natural to question our decisions at every stage but you will be fine. great to hear some teachers perspectives too - we found that one or two really 'got' DD (luckily for us one was the SENCo) and that really reassured us that it would work out. Good luck with it all ! Sx