To Students/ParentsClassrooms are a place for students to learn. However, there are more to just learning in classrooms. When children are not in classrooms, they continue their learning process.
Here are examples on how students can work with students to help each other in classroom settings, and how parent's involvement is important to be included in the development of communication strategies. |
Peer Buddy Programs |
Classmates of the student with down syndrome is given the opportunity to spend time with the special need individual during and outside of class time. This program can benefit both the assigned buddy and the individual with special need.
The assigned buddy can gain benefits including:
Through this program, students with down syndrome can also benefit from interpersonal skills and new friendships. Furthermore, assigned buddies can assist students with down syndrome during class when they have difficulties. |
Parent's Involvement
Parents are always encouraged to participate in their children's developmental stage. Parents who follow through with instructional activities in the curricula or involving in activities with their children have a high success rate of 85% in their children's intervention with learning disabilities.
Although teachers play a major role in the development stage of a child, parents are also able to influence and enhance the developmental rate of the child. Parental influences and interactions have been proven to have a positive relationship in their children's development. Other studies have also shown that teachers on average spend approximately 33 minutes of one-to-one interaction with their teachers each week, while parents are with their children 52 weeks each year. This shows that student's learn in classrooms and out of classes with their parents. Therefore, it is important for parents to play a role in developing communicating skills with their children without being dependent on teachers. |
Created by Janny Chan
References
Edmunds, A. L. & Edmunds, G. (2014). (2nd Ed.). Special Education in Canada. Oxford: University Press.
Mahoney, G. & Perales, F. (2011). The role of parents of children with Down syndrome and other disabilities in early intervention. In Rondal, J., Perara J., & Spiker, D (Eds), Neurocognitive Rehabilitation of Down Syndrome - The Early Years (p. 205-223). Cambridge: University Press.
Edmunds, A. L. & Edmunds, G. (2014). (2nd Ed.). Special Education in Canada. Oxford: University Press.
Mahoney, G. & Perales, F. (2011). The role of parents of children with Down syndrome and other disabilities in early intervention. In Rondal, J., Perara J., & Spiker, D (Eds), Neurocognitive Rehabilitation of Down Syndrome - The Early Years (p. 205-223). Cambridge: University Press.