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Full Inclusion of a Downs Syndrome Child into a Mainstream Primary 1 Class

Why was this partnership activity necessary - concerns, aims, difficulties etc?
Daniel's mum was keen for him to attend his local mainstream school with his friends. The school's aim was to provide an appropriate, differentiated curriculum and the 1:1 adult support for him to be educated in class alongside these friends.

Where does this partnership operate?
Haddington Infant School

When does this work happen?
Throughout the normal school week. Monday to Thursday, 8.50am - 3.00pm Friday 8.50am - 12.00pm

How does the scheme work? How is it maintained, sustained and evaluated?
At the beginning of the school session all staff involved (Class Teacher, Senior Teacher (SEN), SFL Teacher, SEN Auxiliary, Speech & Language Therapist and Educational Psychologist) draw up a draft IEP. The draft IEP is presented to the parent at a meeting with teaching staff. Any parental input is taken on board. SMART long-term targets are prepared for the whole session. Incremental SMART short-term targets are prepared at the start each of four teaching blocks. Teaching is done on a multi-disciplinary basis. A home/school diary keeps the parent fully informed. After each teaching block the targets are evaluated. An updated IEP is discussed with the parent. At the end of the session a multi-disciplinary meeting is conducted to evaluate progress and plan next steps.

What are the benefits? What difference does this partnership make?
Daniel can be included at his local school. He works and plays with his friends, who become aware of his needs, and is accepted by them.

4.2 Haddington Infant School, Haddington