intergration of children with Down's Syndrome in mainstream schools

[wildone]

interested to know of any good or bad experiences. have two children with DS. older child started at mainstream but disastrous. Very unhappy there. Second straight to fab Special school. Wonder how many others opted for mainstream and did not turn out well contrary to popular belief that integration is way forward.

thriled with christies msge. know that teachers in ms are frustrated cos only get training when they have child with sn in sch.

christie I think you are deffo right

dear dingle, Many blessings.happy to chat with you.So confusing re best options for child with ds. my children are the most amazing, sensitive, bright, beautiful, fun-loving, funny, engaging, human beings, so i guess must be vaguely on right track. Can you remember any ALGEBRA FROM SCHOOL?

In RL wildone is one of my best friends and she and the whole family are absolutley brilliant

Agree with chrisstie, cod, davros etc. I found that at mainstream the school had good intentions, but diidn't have the time or expertise or resources for it to work (and my son was statemented with a very high level of support- full time one to one, autism outreach visits once a week etc). For example- getting a sensible home -school link book up and running took a lot of work at the mainstream school- from day one at special its been working- and we get told the sort of stuff we need to know. I was recently given the PECS book that had been used in mainstream- and most of the symbols are different than the ones we were using at home- this is despite attempts by me and the private SALT to co-ordinate stuff going on between home and school. (We're in the process of setting up a PECS book with school at the moment- and the teacher has already talked about the importance of continuity). DS1 wasn't included in his mainstream school- he was contained- and he wasn't taught the things he needed to be taught. NOw everything is aimed at teaching him the skills he needs- breakfast club includes communication (they have to request items using PECS), they get too use big sand (a room full of sand) and then have a 1:1 sensory programme afterwards- which again incorporates PECS requesting. They go to cafes and playgrounds etc. He's done more in a week at the special school than he did in 4 terms at mainstream- not the fault of the mainstream school- he's just a child that should never have been there.

Special school is ime much easier on the parents as well. As Davros says I was continually having to talk to the mainstream school, try and offer advice (ever tried doing that? not easy!) and keep on top of what was going on in there. Now I feel like each morning he is being handed over to people who know what they are doing, and people who can give me advice when I need it! Oh and transpoort is just wonderful! DS2 isn't dressed yet and I'm sitting here feeding ds3 in my pyjamas

Just wanted to say how much I agree with Jimjams post. Especially the being contained and not really being included. We had a very similar experience of mainstream when dd (language disorder/communication difficulties) went to ds's nursery.
She is now in a speecha nd langauge unit attached to a mainstream school. This suits dd 100% as she has the small group teaching and lots of mainstream (supported) too. The unit seem to understand dd so much more. eg. yesterday dd was calling out in assembly and they mentioned it to me but it was like "dd did so well all morning but in the afternoon had a funny hour and was shouting out in assembly but calmed down afterwards" It's no big deal as they no dd will sometimes do this and there fine about it. The teacher added but she did do some lovely singing. I am just never made to feel bad about dd's behaviour!

Wahey! Jimjams is back!

Please email me Davros! I have changed computers and left all my addresses on the old one.

Really well put Jimjams. I agree with your points.
StillI seem to spend vast amounts of time making sure that stuff like PECS and signing is followed equally in both the home and school. Sometimes the teachers seem to think that because I'm the salt then Iam completely responsible for this stuff.
Not easy when you've got a caseload of 100 or so, as opposed to a class of 8-10!!
The amount of time that I havespent cutting,laminating, velcro-ing and so on defies belief. Not that Iconsider mysef above these things.I don't but bearing in mind how few salts there are it is a real waste of time.
But, because I really believe in PECS in particular, I grit my teeth and do it, because I feel a weight of responsibility having persuaded a great many people that this is the way forward (for many of our children anyway.)

Gosh sorry! Off at a complete tangent! Just wanted to get that off my chest!
My mantra to all school staff (everyone in fact) is that communication is not the sole responsibility of the salt. it concerns and involves everybody.

It's been really fab to read lots of different stories. Have been tutored now in correct chat language so hopefully wont make any more gaffs!Thanks Kanga. Whats a salt? Identify with jimjams post. When ds at ms I was constantly trying to educate the educators and work with him at home. The main reason at the time for moving him was his utter unhappiness. I had to drag him out of car in the mormings. He may have ds but not stupid and knew he was being treated differently.

wildone

you're welcome

Our middle son with DS is in Yr 1 in mainstream. It's worked very well for him but it's really hard work - I always seem to be trying to resolve one problem or another. I think we've done the lot - appeals, tribunals, school starting from scratch... One thing I have learnt is to choose my battles - some (SALT comes to mind) are just a lost cause. The main benefit has been social. He is fully included in everything that goes on locally, belongs to various clubs out of school and all the children know him and understand his problems.

At the end of the day it's been worth the effort but I wouldn't keep him in mainstream school if I thought he was unhappy - the special school locally is very good.

OMG- I'm even more confused now!!! Rang Parent partnership organisation on Friday, re dd's lack of statementing. For now we are going to organise a joint visit to with the SENCO at her nursery to try to establish an IEP and to agree some targets!! Haven't asked the school yet! Oh well bake to eeny,meeny,miny,mo...which way should dd go?