As a school administrator or faculty, you may be faced with the often difficult task of integrating a child with Down syndrome into a mainstream classroom. Besides the obvious problems, such as lesson plans and student reaction, the teacher will be faced with other challenges that she'll need to deal with in a professional and understanding manner. Making sure that both the teacher and the students are educated and prepared for the integrating will make it a smoother transition for all involved, especially for the student with Down syndrome.
Step 1
Define the expectations you have of integrating the Downs syndrome student. Talk to the parents of the child, and ask what they hope to achieve through integration. Defining expectations before the integration can help everyone involved to be on the same page as far as the integration process goes.
Step 2
Gauge the attitude of a teacher towards integration. The Spring 2007 "Journal of the International Association of Special Education" suggested that children will conform to the attitudes and expectations of their teacher. If a teacher has low expectations, if any, of a child with Down syndrome, he may not be the best match for integration in his classroom.
Step 3
Educate the teacher about integration. Offering appropriate workshops and teaching aids can help prepare the teacher for the challenge of a Down syndrome student in her classroom. She should be prepared for the integration with realistic expectations, teaching strategies and other lessons that will help her with her integrated classroom.
Step 4
Prepare the children in the classroom for the integration. Teaching specialized classrooms on tolerance, as well as presenting the actual physiology and science behind Downs syndrome can help children understand the integration and the condition so that they are more patient with the Downs syndrome student.
Step 5
Provide support for both the teacher and the other students after the integration. Hold regular meetings with parents to update them on the integration and successes, and take the time to speak to the teacher about things he may need or problems he may be having. Remember that integration is not a one-step process; it is ongoing, to make sure that everyone involved is successful.
