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Supporting children with Down syndrome within mainstream education settings: parental reflections

Kendall, LS (2017) Supporting children with Down syndrome within mainstream education settings: parental reflections. Education 3-13. ISSN 0300-4279

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Abstract

This study draws upon data gathered from five parents who have children with Down syndrome (DS), being educated in mainstream settings in England. The parental perspective of practices, both inclusive and otherwise, is explored through a qualitative lens. Findings suggest that early intervention, such as portage, is important. However, access to services varied across authorities. Additionally, some participants highlighted issues around the Education, Health Care Plan and subsequent annual reviews. Overall, this study offers examples of inclusive practice in the areas of supporting language and communication needs, parental partnership and transition between educational phases for children with DS. However, there are inconsistencies across providers and there is a need for more research into these areas in the future.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13 on 8/12/17, available online: http://www.tandfonline.com/10.1080/03004279.2017.1412488
Uncontrolled Keywords: 1301 Education Systems
Subjects: L Education > LB Theory and practice of education
L Education > LC Special aspects of education
Divisions: School of Education
Publisher: Taylor & Francis (Routledge)
Date Deposited: 13 Dec 2017 12:44
Last Modified: 15 Sep 2018 04:56
DOI or Identification number: 10.1080/03004279.2017.1412488
URI: http://researchonline.ljmu.ac.uk/id/eprint/7715

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