Down syndrome; Child; Inclusion; Kindergarten Over the last decade, more children with disabilities are receiving more of their education in regular classroom settings.
According to the most recent Annual Report to Congress , 81.4% of children with disabilities, ages 6-21 years of age, spent at least 40% of their school day in the regular education classroom with 63.1% of those spending at least 80% time there.
In this respect, such issues must be approached as case studies.
The goal of this research was to note, define and describe supporting strategies of language and communication skills development and learning outcomes of language and communication skills of a boy with Down syndrome at the end of the first grade of elementary school.
The established partnership between the teacher, the teaching assistant and parents have resulted in creating an individualized education program and developing specific supporting strategies which sustained the boy's communication and language skills.
Supporting strategies include application of adequate forms of work and development of learning and teaching strategies, based mostly on kinesthetic and graphic presentations which have been proved to be the most acceptable for the boy.
Therefore, the role of prerequisites for developing boy's language and communication skills was also subject of this research.
The participant in the case study was a first-grader with Down syndrome who has been included in the regular educational school system and attends classes supported by a teaching assistant.
For individuals with Down syndrome, episodes of physical therapy services may be necessary across the life span to address changing issues as growth occurs and as the child gains increasing independence in various environments.
Functional demands change as the individual moves from infancy, through the school years, and into adulthood.