Effective Teaching Methods for Children with Down Syndrome - Essay Example

?Effective teaching methods that can be implored to integrate a child with Down's syndrome into a mainstream primary school in Ireland Research Methodology Introduction In seeking to understand the effective teaching methods that can be implored to integrate a child with Down's syndrome into a mainstream primary school in Ireland, qualitative research was opted for as the research design. Qualitative research is a design that seeks to gather deep understanding of how human behaves, explaining the reasons for such behaviors (Patton, 2002 p13). Thus, in this context, qualitative research is employed to study the appropriate behavior of teachers, towards those students who are suffering from Down’s syndrome, seeking to give reasons as to why such behaviors are necessary. Thus, the application of qualitative research design is meant to match the requirements of the research topic, in that an in-depth understanding of the appropriate methods that teachers should apply to teach students suffering from this disorder is vital, for the benefits of the students. A vital aspect of qualitative research is that it emphasizes more on the particular case being undertaken, while making a few of general propositions (Stebbins, 2001 p60). There are various reasons as to why the research opted to apply qualitative research design. The research design is most appropriate for the topic under study, in that, qualitative research uses the natural setting as the source of information, where the settings and the environment of study is observed, described and interpreted based on neutrality (Wolcott, 1995 p25). Since the topic requires the observation of the educational needs of students suffering from Down's syndrome, and the consequent devising of the means, which the teachers can apply to address these needs, then the research design remains most relevant for the study. Further, the qualitative method of research affords an opportunity to study and examine the current phenomena in a more in-depth manner (Stebbins, 2001 p63). This is so because; qualitative research enables the more complex aspect of a person and the surrounding environments and contexts to be studied, while applying fewer restrictions and assumptions. This way, the researcher obtains full information about the people and their environments, which is a necessity for this study, in that, there is a need to evaluate and understand all the relevance needs of students suffering from this disorder and the viable ways in which teachers can meet these special needs of the students. More reasons as to why qualitative research remains the most applicable method for this research, is the fact that, some aspects of study cannot be quantified. Additionally, there are those aspects, which are difficult to express in quantitative terms, such as the experiences that an individual has (Patton, 2002 p18). Therefore, qualitative research comes in handy to ensure that those relevant aspects of the study, which cannot be quantified, are investigated and their contribution to the study analyzed. Considering that fewer generalizations and assumptions are involved in qualitative research, then, it is possible to explore highly the area of study and generate hypotheses (Ziman, 2000 p86). Additionally, the application of qualitative method ensures the comfort of the participants, in that, they are allowed to present their own ideas, information and experiences in their own words and style, which seems more appropriate to them. The advantages associate with qualitative method of study is the fact that it afforded an opportunity to deeply scrutinize the responds and obtain a deeper insight and understating regarding the nature and educational needs of children with Down's syndrome. The method allowed an opportunity to obtain advice from people who had greater experiences in dealing with the students suffering from the disorder, among them a 30-year-old girl with Down's syndrome, who have gone through the mainstream education system. Better still; the method was easier to apply in that it is not limited to given variables, which requires to be defined in a more rigid manner (Wolcott, 1995 p28). The method opens an opportunity for the researcher to explore the most complex questions, which could not be possible with surveys or any quantitative methods. The method affords a chance to explore questions which are value based, making it possible to venture into new areas of research (Patton, 2002 p22). The fundamental of the advantages of applying qualitative method is the fact that, it is better placed to study the intangible aspects of data, individuals, and the environment. Since the study entails seeking to understand the best approaches that teachers can apply to teach students suffering from Down's syndrome, the method becomes the most appropriate as it entails finding the right approach to teaching, which is an intangible aspect of study (Ziman, 2000 p87). However, this method of study is not without some limitations. The method is narrow and most suitable for small studies, where the investigator is seeking data and information from a small number of responds, due to its in-depth nature of seeking information (Wolcott, 1995 p30). With the application of this method of research, it may be difficult to find enough information from the interviews undertaken on the respondents. More to this, it is difficult to determine the extent to which the researcher had an influence on the data presented as the final findings of the study, since such results are not easily quantifiable (Ziman, 2000 p89). Since the method entails the presentation of data and information by the respondents in their own words and style, then, determining the validity and the reliability of such information becomes difficult. Qualitative method of research also entails more subjectivism in data analysis (Patton, 2002 p36). In upholding the principles of research ethics, the names of the participants in the interviews from which information was gathered were changed. This is meant to safeguard the privacy and the confidentiality of the individuals involved. To enhance the confidentiality of the information obtained through the interviews, letters of consent were signed, keeping the individuals names anonymous. Conclusion Qualitative method of research is appropriate for a study topic that requires the researcher to obtain an in-depth and a deep insight into the subjects of study (Stebbins, 2001 p64). Considering that the study required an insight into the lives of students suffering from Down's syndrome, and the appropriate approaches that the teachers should apply, then, the method was deemed suitable for the study. The method served to ensure that a clearer picture regarding this topic is obtained. Data presentation Introduction Students suffering from the Down’s syndrome disorder have various challenges. However, with ample support from their teachers and the special needs assistant, such challenges can be overcome and allow them undertake normal learning (Lane & Stratford, 1987 p42). This support from the teachers and the special needs assistants call for various strategies, since such students have different needs, based on the severity of the condition they have. Notable, is the importance of inclusion where such students suffering from the disorder are integrated into the mainstream learning, undertaking all activities and learning in the same class and environment with the normal students. Through undertaking research on the effective teaching methods that can be implored to integrate a child with Down's syndrome into a mainstream primary school in Ireland, several findings were generated. Thus, this section presents these findings, as were generated from the teachers, the special needs assistants and the students suffering from the disorder, who have undergone the mainstream system of learning. Inclusion is a relevant strategy that should be applied, as one of the effective method for teaching students suffering from Down’s syndrome. It requires that students with special needs be included in all school activities, as does other normal students (Buckley, 2000 p13). Through inclusion, such students are given an opportunity to partake all the activities equally with the normal students, while only being given separate attention in some areas or subjects, which cannot be effectively taught otherwise. Inclusion was applied through buddy system as a strategy, where the normal students assist their special needs counterparts throughout the day in undertaking various activities. Such subjects, where the students suffering from the disorder get fully integrated with the others include physical education, drama, music, and arts programs. There are various benefits that were observed to be associated with children suffering from the Down’s syndrome, learning through the mainstream system. Such benefits include the fact that through the integration of such students with others who are normal, the student learns the ability to socialize with their peers. This is a very relevant skill, since it allows such students be in a position to integrate into the social activities and events, without a feeling of isolation or inadequacy. The inclusion of students suffering from this disorder also served to ensure that they learn language and communication skills. This is in contrast to when the students would have been isolated into a different learning environment where they do not associate with normal students. Owing to the fact that students suffering from Down’s syndrome have a problem in language and communication, their interaction with normal students served to help them learn such skills as well as fine-tune theirs. This way, they eventually become good communicators, applying suitable language skills. Through the incorporation of the students suffering from Down’s syndrome into the mainstream, such students developed numeracy and literacy, which would be difficult to learn otherwise. Through their involvement and interaction with other students, they observe how they undertake their activities, thus learning to study and undertake numerical tests on their own. There are various strategies that the teachers applied in ensuring that the students suffering from Down’s syndrome were fully integrated into the mainstream learning. The first of these strategies entails the teacher speaking in a clearer manner, an aspect that will allow students suffering from this disorder to follow and understand what the teacher is teaching. The other strategy applied by the teacher is the provision of the students suffering from this condition with a dairy, which contains a well laid down schedule of all activities that should be undertaken each day. This is meant to ensure that the students are fully aware of the class schedule, thus are not caught by surprise by any class activity, which can highly disorient them. The teachers also apply a reward system, whereby if students suffering from such conditions reached certain goals, then they are rewarded. This strategy serves to ensure that such students remain motivated throughout their learning period, to give full attention to the learning and other class activities. This goes a long way in ensuring that the students understand the subjects and other activities taught. Eliminating all distractions is another strategy that the teachers applied to ensure that such students are not interrupted by activities happening outside their learning environment, which would make them fail to understand what is being taught. Internal distractions such as noise remained maintained as low as possible, to give the students full concentration on the class learning activities. These strategies sought to ensure that the learning environment of such students remained favorable. Another strategy applied by the teachers is the use of the ACC system of communication, where the teachers apply technological devices that aid students suffering from this disorder in communicating (Griffin, 2000 p49). Provision of a separate workstation for students suffering from this disorder ensures that such students are protected from unnecessary interruptions, giving them an opportunity to fully concentrate on their class learning activities. All items that are relevant to the learning of such students are placed within the workstation, enabling them to have a favorable learning environment. Such a workstation ensures that the learning environment for such students is enjoyable, motivating them to feel valued and appreciated in the school environment. Paramount to the strategies applied by the teacher is the selection and teaching of those subjects, which are an interest and fascinating to students with this disorder. Teachers ensured they teach such subjects as music, history and arts as well as personal writing, in which these students seem to have much interest. These ways, such students feel comfortable in the class setting and are motivated even further to participate in such activities and subjects. Referring such students to different tutors and special needs assistants for subjects such as math and English, which seems a challenge to them served to ensure that such students obtain specialized attention. This served to afford them an opportunity to understand better. Another strategy adopted is the provision of the students with clear labels and rules, which are clearly outlined, to avoid the students becoming disoriented. There are some advantages found by having students with Down’s syndrome incorporated in the mainstream system of learning. Their inclusion helped to built relationships with the class, strengthening their language and communication skills, as well as socialization. Through the inclusion, students suffering from this disorder learnt to play an active role in class learning activities. Better still, students suffering from this disorder served as a challenge to the teacher, helping them devise the right methods of teaching. Better still; the teaching method adopted by the teachers helped other normal students who are slow learners to understand the subjects better, since the teachers had a slow pace of teaching, in favor of the students with Down’s syndrome. Such students also acted as a motivation to the other students, to perform even better, since they were challenged by the strains and struggles for such students to perform in class. Such were the strategies applied by the special needs assistants, where they applied active learning and positive reinforcements, while utilizing the special resources requisite for the special needs students to learn. Such resources included the visual materials, sound, and pictures that are easily understood by such students. They also applied those learning tools that students had some interests in, which served to boost the morale of the students to participate actively in the learning activities. Giving clear instructions and well-laid rules, as well as a clear and simple schedule for all the activities to be undertaken, made it simpler for such students to participate fully in the learning process. Nevertheless, there are many challenges that are involved in teaching students suffering from Down’s syndrome through the mainstream system. As observed by the teachers and the special needs assistants, these challenges highly depend on the severity of the disorder on individual students (Underwood, 2004 p14). One of such challenges is that, it is difficult for such students to concentrate and stay on task. Consequently, they tend to shift their attention from the learning activities to other issues, more so if the subjects handled in class seems a challenge to them. Such students were found to have poorly developed language and communication skills, making it hard for the teachers and the special needs assistants, as well as other students to understand them. Such students suffering from Down’s syndrome have a poor long-term memory and keeps forgetting what they had learnt earlier, constantly requiring the teachers to revisit such areas. Another challenge faced by teachers and special needs assistants is that such students have motor difficulties, where their physical coordination and handwriting is a problem for such students. Therefore, teaching such students in the same classroom environment forces the teachers to be very slow, since they have to adopt the pace that will accommodate such students. This way, some lessons and subjects takes long for the teachers to handle than would be under the normal class circumstances. Based on the findings of the research, such students had challenges of weak comprehension. They understand ideas and issues taught in class subjects at a very slow rate, occasioning the teacher to spend much of the class time repeating over the same issues again so that they can comprehend. It was also found that such students are easily distracted from their course, an aspect that forces the teachers and the special needs assistants to continuously keep ensuring that such students are fully focused on the class learning activities. Low esteem is yet another challenge that teachers faces from such students (Beck, 1999 p32). Therefore, since such students would have interpreted any correction or disapproval to mean lack of appreciation and being unwanted, then the teachers had to remain always cautious whenever they wanted to correct mistakes done by such students. Another finding is that such students have difficult behaviors and are stubborn over doing tasks that they are not interested. Consequently, teachers and the special needs assistants are forced to give up on some activities requisite for the appropriate learning of such students, whenever they rebel against them, since there lacks proper ways of disciplining or coercing such students to undertake the tasks in question. Conclusion It is observable from the findings that there are various strategies, which are applicable by teachers and the special needs assistants to teach students suffering from Down’s syndrome disorder. The application of such strategies ensures that such students undergoes learning in a mainstream system with other normal students, eventually benefiting from socialization, friendships and communication and language skills learnt from such interactions. However, teaching students with this condition in a mainstream system is not without various challenges, which the teachers have to face in the course of fully integrating the students into such learning environment. Thus, patience, resilience, and understanding are very vital for teachers and special needs assistants handling such students (Yanoff, 2000 p118). Discussion and Conclusion Introduction There exists effective method that can be applied to integrate a child with Down's syndrome into a mainstream primary school in Ireland. Based on the findings, integrating children with Down's syndrome into the mainstream is relevant, though many challenges have to be overcome in doing this. Although such integration is possible, it calls for devising certain strategies, which can effectively enhance this integration. Discussion Teaching students, suffering from Down's syndrome enhances their development of socialization skills (Carey, 2005 p57). Based on the findings, when such students are incorporated into the mainstream system of education, they learn to socialize and interact with normal students, thus enhancing their social skills, which are very vital for their interaction with the rest of the society (Wishart, 2001 p65). Since such students have poorly developed communication and language skills, allowing them to interact with normal students also goes a long way in helping sharpen and normalize such skills (Rynders, 1987 p15). The integration of such students into the mainstream calls for inclusion. Inclusion refers to the incorporation of the students with special needs into the normal school activities, ensuring they undertake all the activities, as does the normal students (Ganong, 2005 p41). Although inclusion is relevant for students with this condition, it may not be possible under all circumstances, in that some subjects may be too challenging for such students, requiring them to be taught in a different setting (Kingsley & Levitz, 1994, 72). This way, it is required that a different program is established for such students where they are taught such subjects separately but rejoin other students in undertaking the rest of the class activities (Buckley, 2000 p12). Disorientation is one of the hindering factors, which can affect the learning of students suffering from this condition (Lewis & Brahm, 2005 p18). To avoid disorientation, a well laid down class schedule and diary of all activities is relevant for such students, so they are aware of the teacher’s expectations on them. Thus, availing the students with a diary and a simple schedule is one of the ways that makes the integration of such students into the normal learning environment possible (Griffin, 2000 p49). Based on the findings, the teachers and special needs assistants provided such students with diary and schedules that informed them of all class activities, thus enhancing the adaptation of the learning environment of such students. Avoiding any form of distraction is another strategy that serves to enhance the learning environment of students suffering from these conditions (Lane & Stratford, 1987 p40). Students suffering from Down's syndrome are easily distracted, since their rate of concentration and comprehension is low. Considering that students suffering from this disorder have poor long-term memory, it is vital for the teachers to breakdown, the subjects into simpler sections that can easily be understood (Down, 1999 p259). Another challenge facing such students is lack of coordination, which results to difficulty in undertaking physical activities and handwriting (Oelwein, 1995 p93). Thus, teachers are required to ensure they make plans of activities that are of an interest to the students with this condition, so that they can be encourage to participate fully, even though such activities may be a challenge to them, as is the case in the findings. Motivating the students and encouraging them to participate actively in the class activities is vital towards integrating students with special needs fully into the mainstream system of education (Selikowitz, 1997 p13). Based on the findings, the teachers and the special needs assistant applied a reward system that motivated such students to participate fully. Through setting a reward for such students when they achieve certain goals and targets, they are motivated to try even the most challenging tasks, making them better in social interaction and physical performances (Westwood, 2007 p88). Self-esteem is yet another issue that greatly affects individuals suffering from Down's syndrome (Pueschel & Gieswein, 1993 p129). Therefore, it is important for the teachers to ensure that students suffering from this condition are presented with a learning environment where they feel appreciated and valued, contrary to which such students will end up losing value in themselves and lacking confidence (Kliewer, 1993 p35). Teachers therefore enhanced the self-esteem of the students through making them feel fully appreciated, by having them actively involved in all class activities and correct their mistakes positively (Underwood, 2004 p11). Thus, the findings of this study compares with the literature, in that all the challenges and the strategies recommended by the literature for enhancing the learning of such students proved applicable from the findings. The limits of this research are the fact that, the research was undertaken on a few respondents, who included teachers, special needs assistants, and the students suffering from the disorder. Another limitation is the lack of uniformity in the respondents studied, in that the teachers and the special needs assistants are exposed to different challenges and student needs, based on the severity of the conditions of the students affected. Time taken to seek information from the respondents adds to the limitations, in that the communication and language skills of individuals suffering from Down's syndrome is poorly developed, thus making it difficult to generate information from them effectively (Rondal, 1996 p22). Further research needs to be undertaken in this area, since such studies can go a long way in devising more and better strategies that can be applied to integrate and effectively teach students suffering from Down's syndrome in a mainstream educational system (Dweck, 1999 p38). Undertaking a further study is also necessary to come up with ways that can be applied by teachers and special needs assistants to overcome the challenges they face while teaching students suffering from this condition. Better still, a comprehensive study should be undertaken to ensure that the factors that hinder effective learning of students suffering from this conditions, as well as the challenges those students face are discovered. Conclusion Teaching students suffering from Down's syndrome disorder is a challenging task. There are some benefits associated with integrating such students into the mainstream system of education through inclusion (Kong, 1987 p31). Therefore, teachers and special needs assistants should involve such students in the normal learning environment, helping them to fully integrate, interact, and socialize with the other normal students (Beck, 1999 p33). This notwithstanding, there are many challenges involved in teaching such students, more so in an environment where the other normal students are learning. Thus, such teachers need to be understanding, empathetic, and resilient, to be able to meet the special educational needs of such students (Yanoff, 2000 p118). 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