Down syndrome and Inclusion


Research article accepted for publication in
Scandinavian Journal of Educational Research, 2016

 

Quality of Inclusion and Related Predictors:
Teachers’ Reports of Educational Provisions Offered to Students With Down Syndrome  


Liv Inger Engevik, Kari-Anne B. Næss , and Line Berntsen


Dept. of Special Needs Education, University of Oslo

 

Abstract


The aims of this study were to gain insight into the quality of inclusion in mainstream classrooms involving students with Down syndrome and to reveal underlying predictors. Thirty nine eight-year-olds with Down syndrome and their teachers participated. Via a survey, the teachers were asked to rate key indicators of inclusion. Their average rating corresponded to a moderate quality of inclusion, suggesting that the students with Down syndrome participated as active and accepted class members who learned with their peers. At the same time, the academic instruction of the students tended to take place outside the mainstream classroom. Regression analysis showed that teacher collaboration and the children’s expressive language abilities explained a reliable portion of the variation in the quality of inclusion. The implications for understanding and facilitating inclusion in practice are discussed.    


Keywords: Down syndrome, inclusion, teacher collaboration, expressive language

 

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