Trends and outcomes in educational placements for children with Down syndrome

Abstract

ABSTRACT This paper reviews selected British studies over the past 35 years with respect to: (a) the numbers of children with Down syndrome attending different types of preschool facilities and schools, and (b) any evidence for progress in the different types of school. It concludes that there has been a significant shift in attendance from schools for children with severe learning disability, to those for moderate learning disability, to mainstream. This is mainly associated with changes in attitude towards children with Down syndrome and local education authority (LEA) policy on integration. Within the support given at the time of the studies, estimates indicate that approx. 70‐80 per cent of children with Down syndrome could commence their educational careers in integrated or mainstream facilities, approx. 35‐40 per cent could be expected to complete their primary education in mainstream schools and approx. 20‐25 per cent in secondary mainstream schools. However, some LEA areas are reporting much higher percentages at primary age which may result in more children at the secondary level, particularly in resourced schools. In terms of measures of academic attainment and self‐sufficiency, there is little evidence to show that attending special schools is more beneficial than mainstream schools in the preschool and primary years; what evidence there is, indicates more advanced progress in mainstream settings.