A comparison of mainstream and special education for teenagers with Down syndrome: implications for parents and teachers

Abstract

A survey was conducted in 1999 of teenagers with Down syndrome in Hampshire (n = 46), replicating and extending a previous survey conducted in 1987 (n = 90). A questionnaire which covered all aspects of the teenagers lives was completed by parents, along with standardised scales (Vineland Adaptive Behaviour Scale and Conners Rating scales) which assessed daily living skills, communication skills and socialisation skills. Significant progress was seenin these areas with age, with the exception of communication skills in children in special schools. No differences were found between children attending mainstream and special schools in terms of daily living skills and most aspects of socialisation. However, the teenagers who had attended special schools had higher scores on interpersonal relationships, as the older teenagers in this group were more likely to have a boyfriend or girlfriend, a special friend and belong to clubs. Communication skills were significantly better in the mainstream group. In addition, despite general increases in academic expectations, a lack of progress in skills was observed in the 1999 special school group compared to the teenagers who took part in the 1987 survey. The extent of behaviour difficulties was also measured and behaviour was found to improve with age. Concerns that mainstream education may increase reports of difficult behaviour were not confirmed, with children in mainstream education less likely to have difficulties. The conclusion is drawn that inclusion has achieved what was hoped for in spoken language, behaviour, social development and academic benefits, but not for social inclusion. Recommendations for addressing this final point are presented.