Including students with Down's syndrome: barriers' analysis and strategies to overcome them arising from the literature

  1. Arroyo, Ruth 1
  2. Amor, Antonio M. 1
  3. Verdugo, Miguel Á. 1
  4. Calvo, M. Isabel 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Człowiek-Niepełnosprawność-Społeczeństwo

ISSN: 1734-5537

Año de publicación: 2022

Volumen: 55

Número: 1

Páginas: 5-31

Tipo: Artículo

Otras publicaciones en: Człowiek-Niepełnosprawność-Społeczeństwo

Resumen

Technology is an indispensable element of modern language education. The purpose of presented qualitative study is to identify whether modern technology is used in the classroom by teachers who teach visually impaired students and what the effect of modern technology on teaching is. The teachers’ knowledge of information communication technology (ICT) is also discussed. The research is based on the feedback received from unstructured in-depth interviews conducted with teachers of visually impaired students. Among the surveyed educators, there were teachers working both in public schools as well as in integrated special schools. Based on the said interviews in-depth analyses have been made. The research has shown that assistive technology not only aids the visually impaired students but also their teachers as well. The public and integrated school teachers’ attitudes towards teaching the visually impaired varies.

Referencias bibliográficas

  • 1. Alcaraz, S., & Arnaiz, P. (2020). La escolarización del alumnado con necesidades educativas especiales en España: Un estudio longitudinal. Revista Colombiana de Educación, 1(78), 299–230. https://doi.org/10.17227/rce.num78-10357 Google Scholar
  • 2. Amor, A.M., Fernández, M., Verdugo, M.Á., Aza, A., & Calvo, M.I. (2021). Towards the fulfillment of the right to inclusive education for students with intellectual and developmental disabilities: Framework for action. Education Sciences & Society, 12(1), 96–114. https://doi. org/10.3280/ess1-2021oa11471 Google Scholar
  • 3. Amor, A.M., Fernández, M., Verdugo, M.Á., Aza, A., & Schalock, R.L. (2020). Shaping the faces of the prism: Rights, supports, and quality of life for enhancing inclusive education opportunities in students with intellectual disability. Człowiek – Niepełnosprawność – Społeczeństwo, 49(3), 5–33. https://doi.org/10.5604/01.3001.0014.3573 Google Scholar
  • 4. Amor, A.M., Hagiwara, M., Shogren, K.A., Thompson, J.R., Verdugo, M.Á., Burke, K., & Aguayo, V. (2019). International perspectives and trends in research on inclusive education: A systematic review. International Journal of Inclusive Education, 23(12), 1277–1295. https:// doi.org/10.1080/13603116.2018.1445304 Google Scholar
  • 5. Amor, A.M., Verdugo, M.Á., Arias, B., Fernández, M., Aza, A. (2021). Examining the suitability of the List of indicators describing age-related typical support needs. International Journal of Environmental Research and Public Health, 18(2), 764. https://doi.org/10.3390/ijerph18020764 Google Scholar
  • 6. Amor, A.M., Verdugo, M.Á., Calvo, M.I., Navas, P., & Aguayo, V. (2018). Psychoeducational assessment of students with intellectual disability: Professional-action framework analysis. Psicothema, 30(1), 39–45. https://doi.org/10.7334/psicothema2017.175 Google Scholar
  • 7. Azorín, C.M., & Sandoval, M. (2019). Apoyos para avanzar hacia una educación más inclusiva en los centros escolares: Análisis de guías para la acción. Siglo Cero, 50(3), 7–27. https://doi. org/10.14201/scero2019503727 Google Scholar
  • 8. Batanero, J.M.F., Jaén, A.M.B., Rueda, M.M., & Martínez, I.G. (2019). Do regular schools in Spain respond to the educational needs of students with Down syndrome? Journal of Child and Family Studies, 29(3), 2355–2366. https://doi.org/10.1007/s10826-019-01587-2 Google Scholar
  • 9. Bills, K.L., & Mills, B. (2020). Teachers’ perceptions towards inclusive education programs for children with Down syndrome. Journal of Research in Special Educational Needs, 20(4), 343–347. https://doi.org/10.1111/1471-3802.12494 Google Scholar
  • 10. Bowles, C., & Frizelle, P. (2016). Investigating peer attitudes towards the use of key word signing by children with Down syndrome in mainstream schools. British Journal of Learning Disabilities, 44(4), 284–291. https://doi.org/10.1111/bld.12162 Google Scholar
  • 11. Buchner, T., Shevlin, M., Donovan, M.A., Gercke, M., Goll, H., Šiška, J., Jansková, K., Smogorzewska, J., Szumski, G., Vlachou, A., Demo, H., Feyerer, E., & Corby, D. (2020). Same progress for all? Inclusive education, the United Nations Convention on the rights of persons with disabilities and students with intellectual disability in European countries. Journal of Policy and Practice in Intellectual Disabilities, 18(1), 7–22. https://doi.org/10.1111/jppi.12368 Google Scholar
  • 12. Davis, A.S. (2008). Children with Down syndrome: Implications for assessment and interventionin the school. School Psychology Quarterly, 23(2), 271–281. https://doi.org/10.1037/1045-3830.23.2.271 Google Scholar
  • 13. Dolva, A.S., Gustavsson, A., Borell, L., & Hemmingsson, H. (2011). Facilitating peer interaction – support to children with Down syndrome in mainstream schools. European Journal of Special Needs Education, 26(2), 201–213. https://doi.org/10.1080/08856257.2011.563607 Google Scholar
  • 14. Dolva, A.S., Lilja, M., & Hemmingsson, H. (2007). Functional performance characteristics associated with postponing elementary school entry among children with Down syndrome. American Journal of Occupational Therapy, 61(4), 414–420. https://doi.org/10.5014/ ajot.61.4.414 Google Scholar
  • 15. Engevik, L.I., Næss, K.B., & Berntsen, L. (2018). Quality of inclusion and related predictors: Teachers’ reports of educational provisions offered to students with Down syndrome. Scandinavian Journal of Educational Research, 62(1), 34–51. https://doi.org/10.1080/00313831.20 16.1212252 Google Scholar
  • 16. Faragher, R., & Clarke, B. (2016). Teacher identified professional learning needs to effectively include a child with Down syndrome in primary mathematics. Journal of Policy and Practice in Intellectual Disabilities, 13(2), 132–141. https://doi.org/10.1111/jppi.12159 Google Scholar
  • 17. Faragher, R., Stratford, M., & Clarke, B. (2017). Teaching children with Down syndrome in inclusive primary mathematics classrooms. Australian Primary Mathematics Classroom, 22(4), 13–16. https://files.eric.ed.gov/fulltext/EJ1163838.pdf Google Scholar
  • 18. Faragher, R.M., & Clarke, B.A. (2020). Inclusive practices in the teaching of mathematics: Some findings from research including children with Down syndrome. Mathematics Education Research Journal, 32(1), 121–146. https://doi.org/10.1007/s13394-019-00294-x Google Scholar
  • 19. Gannon, S., & McGilloway, S. (2009). Children’s attitudes toward their peers with Down syndrome in schools in rural Ireland: An exploratory study. European Journal of Special Needs Education, 24(4), 455–463. https://doi.org/10.1080/08856250903223104 Google Scholar
  • 20. Gómez, L.E., Schalock, R.L., & Verdugo, M.Á. (2021). A new paradigm in the field of intellectual and developmental disabilities: Characteristics and evaluation. Psicothema, 33(1), 28–35. https://doi.org/10.7334/psicothema2020.385 Google Scholar
  • 21. Hagiwara, M., Amor, A.M., Shogren, K.A., Thompson, J.R., Verdugo, M.Á., Burke, K.M., Uyanik,H., & Aguayo, V. (2019). International trends in inclusive education intervention research:A literature review. Education and Training in Autism and Developmental Disabilities, 54(1),3–17. Google Scholar
  • 22. Kendall, L. (2019). Supporting children with Down syndrome within mainstream education settings: Parental reflections. Education, 3–13, 47(2), 135–147. https://doi.org/10.1080/03004279. 2017.1412488 Google Scholar
  • 23. Muntaner, J.J. (2013). Calidad de vida en la escuela inclusiva. Revista Ibero-americana de Educação, 63, 35–49. https://doi.org/10.35362/rie630421 Google Scholar
  • 24. Naciones Unidas. (2006). Convención sobre los Derechos de las Personas con Discapacidad. https://www.un.org/disabilities/documents/convention/convoptprot-s.pdf Google Scholar
  • 25. Patton, S., & Hutton, E. (2017). Exploring the participation of children with Down syndrome in Handwriting Without Tears. Journal of Occupational Therapy, Schools, & Early Intervention, 10(2), 171–184. https://doi.org/10.1080/19411243.2017.1292485 Google Scholar
  • 26. Perpiñán, S. (2018). Tengo un alumno con síndrome de Down: Estrategias de intervención educativa. Narcea Ediciones. Google Scholar
  • 27. Sánchez-Gómez, V., López, M., Amor, A.M., & Verdugo, M.Á. (2020). Apoyos para la calidad de vida de escolares con y sin discapacidad: Revisión de literatura. Revista Internacional de Educación para la Justicia Social, 9(2), 327–349. https://doi.org/10.15366/riejs2020.9.2.016 Google Scholar
  • 28. Schalock, R.L., & Verdugo, M.Á. (2002). Handbook on quality of life for human service practitioners. Washington, DC: American Association on Mental Retardation. Google Scholar
  • 29. Schalock, R.L., Borthwick-Duffy, S., Bradley, V., Buntinx, W.H.E., Coulter, D.L., Craig, E.P.M., Gomez, S.C., Lachapelle, Y., Luckasson, R., Reeve, A., Shogren, K.A., Snell, M.E., Spreat, S., Tassé, M., Thompson, J.R., Verdugo, M.Á., Wehmeyer, M.L., & Yeager, M.H. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). American Association on Intellectual and Developmental Disabilities. Google Scholar
  • 30. Schalock, R.L., Luckasson, R., & Tassé, M.J. (2021). Intellectual disability: Definition, diagnosis, classification, and systems of supports (12thed.). American Association on Intellectual and Developmental Disabilities. Google Scholar
  • 31. Schalock, R.L., Luckasson, R., Tassé, M.J., & Verdugo, M.Á. (2018). A holistic theoretical approach to intellectual disability: Going beyond the four current perspectives. Intellectual and Developmental Disabilities, 56(2), 79–89. https://doi.org/10.1352/1934-9556-56.2.79 Google Scholar
  • 32. Schalock, R.L., van Loon, J., & Mostert, R. (2018). A systematic approach to enhancing the personal well-being of children and adolescents. International Journal of Child, Youth & Family Studies, 9(4), 188–205. https://doi.org/10.18357/ijcyfs94201818647 Google Scholar
  • 33. Smith, E., Næss, K.A.B., & Jarrold, C. (2017). Assessing pragmatic communication in children with Down syndrome. Journal of Communication Disorders, 68, 10–23. http://dx.doi. org/10.1016/j.jcomdis.2017.06.003 Google Scholar
  • 34. Thompson, J.R., Bradley, V., Buntinx, W.H.E., Schalock, R.L., Shogren, K.A., Snell, M.E., Wehmeyer, M.L., Borthwick-Duffy, S., Coulter, D.L., Craig, E.M.C., Gomez, S.C., Lachapelle, Y., Luckasson, R., Reeve, A., Spreat, S., Tassé, M.J., Verdugo, M.Á., & Yeager, M.H. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47(2), 135–146. https://doi.org/10.1352/1934- 9556-47.2.135 Google Scholar
  • 35. Thompson, J.R., Schalock, R.L., & Tassé, M.J. (2018). Evidence for the reliability and validity of the Supports Intensity Scales [White Paper]. American Association on Intellectual and Developmental Disabilities (AAIDD). https://www.aaidd.org/docs/default-source/sis-docs/ evidence-for-the-reliabilityandvalidity-of-the-sis.pdf?sfvrsn=7ed3021_0 Google Scholar
  • 36. Thompson, J.R., Walker, V.L., Shogren, K.A., & Wehmeyer, M.L. (2018). Expanding inclusive educational opportunities for students with the most significant cognitive disabilities through personalized supports. Intellectual and Developmental Disabilities, 56(6), 396–411. https:// doi.org/10.1352/1934-9556-56.6.396 Google Scholar
  • 37. Thompson, J.R., Wehmeyer, M.L., Hughes, C., Shogren, K.A., Seo, H., Little, T.D., Schalock,R.L., Realon, R.E., Copeland, S.R., Patton, J.R., Polloway, E.A., Shelden, D., Tanis, S., &Tassé, M.J. (2016). Supports Intensity Scale-Children’s version. Silver Spring: American Associationon Intellectual and Developmental Disabilities. Google Scholar
  • 38. Turnbull, H.R., Turnbull, A., Wehmeyer, M.L., & Park, J. (2003). A quality of life framework for special education. Remedial and Special Education, 24(2), 67–74. https://doi.org/10.1177/0741 9325030240020201 Google Scholar
  • 39. United Nations Convention on the Rights of Persons with Disabilities. (2006). https://www.un.org/ disabilities/documents/convention/convention_accessible_pdf.pdf Google Scholar
  • 40. UNESCO. (2015). Education 2030. Incheon Declaration and Framework for Action for the implementation of Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UNESCO. http://uis.unesco.org/en/ files/education-2030-incheon-framework-action-implementation-sdg4-2016-en-pdf-1 Google Scholar
  • 41. van Bysterveldt, A., Westerveld, M., & Garvis, S. (2019). Parents’ and teacher aides’ perceptions and expectations of the language and communication abilities of children with Down syndrome. Speech, Language and Hearing, 22(3), 160–171. https://doi.org/10.1080/205057 1X.2018.1515288 Google Scholar
  • 42. van Bysterveldt, A.K., Westerveld, M.F., Gillon, G., & Foster-Cohen, S. (2012). Personal narrative skills of school-aged children with Down syndrome. International Journal of Language & Communication Disorders, 47(1), 95–105. https://doi.org/10.1111/j.1460-6984.2011.00085.x Google Scholar
  • 43. Verdugo, M.Á. (2009). El cambio educativo desde una perspectiva de calidad de vida. Revista de Educación, (349), 23–43. https://sid.usal.es/idocs/F8/ART11902/cambio_educativo_desde_ una_perspectiva.pdf Google Scholar
  • 44. Verdugo, M.Á., Amor, A.M., Fernández, M., Navas, P., & Calvo, M.I. (2018). La regulación de lainclusión educativa del alumnado con discapacidad intelectual: Una reforma pendiente. SigloCero, 49(2), 57–58. https://doi.org/10.14201/scero20184922758 Google Scholar
  • 45. Walker, V.L., DeSpain, S.N., Thompson, J.R., & Hughes, C. (2014). Assessment and planning in K-12 schools: A social-ecological approach. Inclusion, 2(2), 125–139. https://doi. org/10.1352/2326-6988-2.2.125 Google Scholar