To TeachersTeachers are the authoritative personal in the classroom. Therefore, it is important for teachers to set up role-model examples, and think of ways to organize their classrooms to accomplish his/her students.
This page provides strategies that teachers can imply in classroom settings where there are students with Down Syndrome.
|
MANAGEMENT STRATEGIES FOR EFFECTIVE COMMUNICATION
Using Distraction or Redirection |
If students are displaying behaviour-communication issues, distraction or redirection helps them to promote positive behaviour and stop disruptive behaviours.
Some of the strategies include:
|
Short achievable activities |
Students with down syndrome tend to have short attention spans. Therefore, using direct wordings during communication and short task or activities will help students with down syndrome to learn.
Teachers can do more smaller chunk activities with the classes. By demonstrating examples and activities in smaller chunks will also help students with down syndrome to absorb the content more easily. |
Concrete Referents and Tactile demonstrations |
Concrete referent refers to examples that are related to reality or real life experience that is used to explain abstract ideas.
Individual's down syndrome have difficulty in:
Therefore, it is important to use concrete referents or examples for students with Down syndrome. |
EFFECTIVE COMMUNICATION STRATEGIES FROM TEACHERS
For teachers, it is important to understand the student with Down syndrome. Starting and thinking to develop a plan and a close relationship with the student with special needs should be the start of a teacher's responsibility before classes start. Teachers should also pay close attention to the details of the classroom settings that helps to function. |
How should teachers be talking to students with down syndrome?
Teachers should speak directly to students with clear language and instructions. These would include short sentences, simple sentence structures, and appropriate use of facial expressions. This will act as cues to the student to help them further understand the situation or sentence.
Is time important for students with Down syndrome?
YES! Time is another very important factor that plays a role in regulating an effective communication between teachers and students with down syndrome in a classroom settings. Teachers should allow adequate time for students to process the sentence or information that was mentioned, and adequate time for students to respond to you. Time is also an important factor that teachers have to take into consideration when communication with students with Down syndrome. In addition for allowing adequate time for students with down syndrome to process and respond, teachers can use time as an indicator for instructions, which is called "Lead time". Giving lead time will help the student to process faster and allow them to have more concrete understanding of the procedures that the teacher will be carrying in the classroom. Example:
It is important however, to remember not to reverse the situation when using lead time. It would only further complex the situation for the student with down syndrome. Example:
|
What should teachers be aware of during class times?
First, before teacher wants to ask a question or explain something to the class, the teacher should gain the attention from the student with Down syndrome. They could use their name to gain their attention.
Second, it is important for the teacher to make observations during class for the student with special needs. Teachers can keep note of the student's expressive and comprehension abilities. It could help the teacher to design plans and assessments for the student. The observations could be gestures, signs, and words that is used by the student.
Third, teachers should also listen to the student. It is important for the student to have the opportunity to express their own wills. By doing this, it could also strengthen the bond between the teacher and the student. Sometimes, the student's opinions and feelings could contribute to design a better and more effective communication strategy.
Created by Janny Chan
References
Special Education Support Service - building on ability. (n.d.). Tips on behaviour management strategies. Retrieved from: http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Categories/Downs_Syndrome/DS_BehaviourStrategies.pdf
Special Education Support Service - building on ability. (n.d.). Tips on behaviour management strategies. Retrieved from: http://www.sess.ie/sites/all/modules/wysiwyg/tinymce/jscripts/tiny_mce/plugins/filemanager/files/Categories/Downs_Syndrome/DS_BehaviourStrategies.pdf