School Experiences of Individuals with Down syndrome: Issues Surrounding Inclusion
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Date
2015-09
Authors
MacDonald, Hugh
Journal Title
Journal ISSN
Volume Title
Publisher
Mount Saint Vincent University
Abstract
Down syndrome is the most common genetic disorder affecting individuals today. Since
the 1970s, individuals with Down syndrome have been integrated into regular classroom
settings; yet, little is known about how effectively efforts to apply the inclusion model are
supporting this unique population of students. The voices of those potentially affected are also
largely absent from what literature does exist, indicating a need to explore the school experiences
of students with Down syndrome, in their own words. The purpose of this study was to offer this
population of students, and their families, the chance to share their thoughts and memories of
their school experiences in order to gain insight into how well the inclusion model has supported
their unique social and academic needs. A qualitative approach was chosen in order to gain a
more in-depth look into these experiences, and to recognize and value voices that are not often
heard.
Participants in this study were four young adults with Down syndrome (one male and
three females ranging in age from 20 to 32) and five parents. All student participants grew up
and attended school in the same rural town in Nova Scotia (one student participant moved to said
town in late elementary school). A qualitative methodology was utilized, and as such, each
participant took part in a semi-structured interview in which they were asked to share their
experiences of attending school (for student participants) and of watching and supporting their
child throughout school (for parent participants). Thematic analysis was used to identify
emerging themes in the data.
Participant data was divided into two groups, Parents and Students. Primary themes that
were identified from the Parent data were: 1) School; 2) Parenting a student with Down
syndrome; 3) Extra-curricular activities; 4) Friendship; 5) Bullying; and 6) Speech difficulties. Primary themes identified form the student data were: 1) School; 2) Down syndrome; 3)
Friendships; 4) Bullying/teasing; and 5) Extra-curricular activities. There were several subcategories
that emerged from each major theme. These themes provide a rich, detailed insight
into the positive and negative experiences of students with Down syndrome and their parents as
they navigated the school system.
Description
Keywords
Down Syndrome , Education - Nova Scotia , Education - Inclusivity