1. Parent's Perspective
1.1. As a parent, I feel overwhelmed by the amount of homework that is being sent home because Jason is not able to get it done at school. Having a child with down syndrome has made me look at people with less prejudice and I see the potential in everyone. I do have to be more patient with Jason because he is so dependent on me, but a greater love has emerged from that dependency. I am aware of my child’s rights and have been able to advocate for him which is why alongside his educators, I have been able to come up with a plan to smooth him into post-secondary life. All is not positive though. I still must deal with people who will harbor old prejudices and will not take the time to know Jason. His disability can cause a strain on my interpersonal relationships. Dealing with the randomness of people’s reactions can prove difficult. As a caregiver, it is harder to take care of myself as a parent before I can take care of my child. During the transition phase from high school to post-secondary, I would like Jason’s teachers and EA’s to show me any anecdotal reports and personal checklists that they have kept regarding his learning. Since I along with his educators spend a lot of time with him, we are best able to judge his skills and observe his reactions in several situations. I am impressed by his friends assisting him and reminding him to stay on track because peer support will have an impact on shaping Jason’s behavior in a positive way since he enjoys being around people. Merely talking about social skills as abstract concepts at home will not prove as useful to him as an action-based implementation because since he enjoys drama, he likes doing more than talking. Moreover, I would not want him to have to establish a structure in which to learn on his own. Academic modifications for Jason should include temporarily reducing the number of choices he is expected to make. I would request Jason’s educators to have color-coded notebooks, for example, with red for one purpose, green for another, etc. so that he does not confuse what is being demanded of him. Often, lack of clarity and lack of organization can lead him to shut down and this could have been what happened with him in junior division. Jason should be given multiple opportunities to go over the same material, for example, through games, puzzles or activities. Since Jason will be pursuing production, he should be introduced to technology early on in his educational career. Technologies like voice recognition software could assist him in putting his thoughts together. For makeup and costume design, he could be familiarized with how to find images on the internet in case he wants to use them as inspiration for his own work. He should also be introduced to a sketchbook and artist’s materials so that he can experiment with the looks that he would want for a certain play. As his parent, I will provide him with access to watching live plays/theatre productions as much as possible. I will contact the local Down syndrome parent association for information, resources and support. I will be involved in the local DS group to get information and be hooked up with other parents. I will take advantage of every conference, seminar, workshop regarding advancements for children with DS. I will accept the slow pace at which change takes place—compared to my other children—and be sensitive to the steady progress my child is making, despite the many barriers he faces. (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3353148/) I will teach my child how to react and respond appropriately to the environment, e.g. greeting, asking for help; I will raise awareness regarding Down syndrome in my community (church, school, and shopping malls).
2. Student's Perspective
2.1. Hi my name is Jason Masters, I am currently a grade 11 student with Down syndrome. I am happy that I was able to be in a regular classroom throughout my school career instead of in a separate resource room, where kids with many kinds of learning disabilities are taught at a different pace and place. When I was in school I got to be just like everybody else and share my strengths and interests with everyone. One of my proudest moments of my time in school was when I had a lead role as the cowardly lion in the production of The Wizard of Oz.
2.2. In my junior years school was difficult for me, because I noticed that other regular students were doing better than I was academically. I admit that I was very frustrated because It is really important for me to to the best I can to show that I can do whatever anyone else can do; and that having Down syndrome will not hold me back from achieving my dreams. It was a great process of growth which started with sometimes shutting down and refusing to do work, but I am forever grateful for my determined teachers for working with my parents and letting me continue working and learning at home. My grade 5 teacher especially worked on modifying some of the things I would be learning so that I could continue to excel academically. I am thankful for my friends who also made a point to look out for me and help me stay on track.
2.3. High school was an amazing experience for me, because my education developed into focusing on my interests and talents by being put into an art-focused program. This part of my education life really allowed me to shine and show everyone what I am truly good at. I felt that the school no longer focus on my intellectual disability but more on my acting skills and talents. This new arts focus was a great source of confidence which I was able to use in my other classes and activities with my friends. I above all loved hanging out with my drama crew whom I felt at most relatable and myself with.
2.4. I truly believe that dama was the key to focus point that helped me improve in other weaker aspects of my school career. I believe that because of my absolute love for the dramatic arts, any challenges that I face won’t stop me or affect me too hard, because of my passion to learn and try again. Drama gave me the strength and confidence to take chances because it is a subject that I have the most interest in. I useful strategy that I learned moving forward is that I should take that positive mindset and apply it to all aspects of my school career and life.
3. Summary
3.1. Jason is a grade 11 student with Down Syndrome, currently enrolled in an arts-focused program at his high school. He has been in school since kindergarten and has been in a regular classroom his entire educational career. This has been possible due to a team of educational assistants and the school’s resource teacher to support him. In the primary division, he showed passion for drama, and actively participated in class and had a lead role as the cowardly lion in the production of Wizard of Oz. During the junior years, Jason’s struggles both academically and behaviourally started. His teachers noticed he was improving, but at a slower rate than his friends, which frustrated him and led him to sometimes give up and refuse to work. At this point, his teacher and support staff worked closely with his parents to develop a plan and strategies that would help him be successful. When high school was on the horizon, Jason’s parents and a team of educators were excited for the opportunities and flexibility high school provides. In high school, Jason made new friends and studied in an arts-focused program which allowed him to showcase his acting/dramatic arts abilities. Jason’s parents, his teacher, the principal and other support staff discussed and decided that Jason should stay in school until he is 21 years old. The main focus is to be on preparation for what his life would be like after school. The plan is for the school board to hire a job coach so that he transitions smoothly into the working community. Jason will begin a part-time job in the costume and makeup department, which will help teach him responsibility in many different ways. Having this job will help him learn various social skills and put him on a positive path to success in the future. This may also lead to further opportunities such as post-secondary education in theatre and production at the local college and potentially more permanent employment. With the help of this job coach, his educators, peers, and his parents, Jason should be well prepared for life after school with all of this focus and support.
4. Teacher's Perspective
4.1. As a teacher, it is my role to deliver classroom instruction in a way that fits the needs of all of the students, regardless of whether or not they have an exceptionality. I work hard to prepare and implement effective lessons to these students as well as grading their work and providing them with feedback to ensure that they are continuously learning and prospering. I spend a lot of time navigating through the curriculum, guaranteeing that my students are ready to move in to the next grade the following year. While working with my colleagues to collaborate and plan, I feel confident that students who are in my class are getting the best education that I can provide. With that being said, I feel that I am providing all of this to Jason while he is in my class. As a teacher working in a classroom with students that are of all different levels, whether it be academically, socially, emotionally, physically, etc., I need to be very familiar with the term inclusive classroom and the objectives that this strategy aims for. Although the idea of an inclusive classroom seems like a good idea, it is not always as successful as we hope. My view is that ensuring inclusiveness, where students with exceptionalities are placed in a regular classroom, allows for these students to learn with their peers and from their peers. Having said that, I strongly believe that in order for this style of teaching and classroom to be beneficial to all students, I must ensure that I am individualizing the program and providing support for each of them. I will use the differentiated learning strategy to provide the students with the style of learning that they will be most successful with. In order to provide this support to my students, I also need to feel that I am getting support from my administrator and fellow colleagues. I have been lucky enough and am grateful that I have the support from so many different people to help make my classroom inclusive.
4.1.1. Jason is a student in my class who has Down syndrome and has been very successful in his education thus far, despite some issues academically and behaviorally. I have been working very closely with my Principal, Learning Resource Teacher, Educational Assistant as well as Jason’s parents. Our goal is to work together as a team to provide Jason with an opportunity to complete his education and continue on in life with the best platform to start on. I feel very lucky to have the continuing support from all of my colleagues throughout my time teaching Jason. I have learned and continue to learn so much from them and feel that we are doing Jason a great justice by working together to ensure his success. It is my responsibility to keep his parents involved in everything that is going on with Jason in the classroom so that we can make any adjustments that need to be made. I feel that Jason’s parents have played a huge role in Jason’s continuous success throughout his education. Ensuring that Jason continues to make strides in his education is not just on me as a teacher, but also on the principal, LRT, EA, Jason and his parents. The fact that we all work so well together makes Jason’s transitions from grade to grade much easier and takes away a lot of stress from my life because I am not feeling all of the pressure on my own. I am excited to continue working with this team and specifically with Jason to discuss with him what he is finding interesting and fun versus what he is having difficulties with so that we can make changes and set him up for success. Working with a student who has an exceptionality could be very stressful and could eventually wear me down, but because I have such a good support system, I am feeling confident in the decisions and plans that we have implemented and know that Jason will continue to enjoy school while achieving all that he needs to.
4.1.1.1. Since being in high school, Jason has enrolled in classes that are of more interest to him. He has developed new friendships with students who share these interests and he is starting to feel more confident in himself and his social relationships. It is so exciting to watch Jason grow from the student he was when he was in elementary school to who he is now. I am so proud of Jason for continuing to try new things and I love that he has found his niche in the drama programs. His parents have told us that he “loves to hangout with his drama crew”. This is amazing to hear because having these social skills is a necessity in the real world. I need to continue to work with Jason on his social skills so that when he graduates school, he is set up for life outside of education. We are now all helping Jason prepare for life after school and that seems to weigh a bit heavy on me. I want to give him as much information and help as I can so that he is able to live a life in which he can be proud of. Jason has been given the opportunity to work in the costume and makeup department, which will help him develop a strong understanding of responsibility. He will have a certain start and end time that he will have to abide by as well as different roles and responsibilities that he must complete before his shift is over. I think that it is very important for Jason to learn these life skills so that he can use them when he gets out of school. I am so thankful that he has been provided this opportunity and is given the chance to learn these skills in a different environment other than the classroom. When I look at Jason’s past years in elementary school and high school, I am very proud to be part of his path in life and continue assisting him to be the best version of himself that he can be. I am grateful that we have such a good support system in place for Jason and for myself so that he has the opportunity to pursue any dreams that he wants to.
5. Principal Perspective
5.1. Principals have many roles in the school such as analyzing teaching strategies, monitoring all student achievements, encouraging parent involvement, assessing staff, and many other administrative duties. As a principal it important to be involved with all your students, but to be especially involved with those students with exceptionalities. Jason has Down syndrome, which has resulted in some difficulties both academically and behaviourally. Because of this, I must constantly be checking in with Jason’s teachers, classmates, support staff, and parents, to ensure everything is going well and Jason is okay in the variety of situations that occur at school. Jason is a student who thrives in classes relating to the arts, specifically drama. In my role as a principal it is my priority to ensure Jason is able to take courses geared towards this art focus as well as ensuring there is a variety of courses for him to explore. Not only do these courses provide excitement for Jason but also for many other students in the school. It is also important for me to ensure that Jason has the proper support system in place for him to continue to succeed in school. This means ensuring he is getting along well with classmates and support staff who are involved with him, and keeping his parents informed on his progress and involved in all decisions. Ensuring this student continues to do well is very focused as a team effort, not just me, not just the parents, and not just his teachers.
5.1.1. Looking at Jason's progress throughout school it seems overall that he’s been doing pretty well. As a principal, I would feel very optimistic and happy that for the most part he has been successful. For many people with more severe exceptionalities it is important to prepare them for life after school. This may give me a bit of anxiety because the school plays such a large role in preparing Jason for his future and a lot of pressure is put on us. As Jason’s support team works through a very transitional point of his life, preparing him well for life after school is of the utmost importance to me as a principal, as well as the rest of the team. Although I would feel anxious about this, I would also be excited for Jason because he gets to spend more time in an area he really enjoys and excels in, while also gaining new skills to prepare him for his young adult life. I know I would also feel thankful to all his previous educators and support staff for making his life in elementary as enjoyable as possible. There was obviously a lot of time, effort, and planning put in place to ensure Jason could remain in regular classrooms and have a relatively good experience during his younger years in school. When students are in these middle years of high school, it doesn’t seem like there are many pressing concerns to be focused on which may have me feeling a sense of relaxation for Jason especially since he will be at the school until 21. This being said, when truly thinking about how much more attention he needs, the relaxation fades and perseverance sets in. Getting Jason through the next few years will be no where near easy, there will be difficulties, failures, and times where I know I will feel defeated. Having support from fellow educators and school staff will help keep my spirits up and optimistic for Jason’s future.
5.1.1.1. Due to the fact that Jason is approaching Grade 12 and into a more serious era of his life, I would ensure I spend more time working with him and his parents to devise plans for what’s next. Being the principal, throughout the course of his journey I would adopt more of a social cognitive/constructivist approach since I don’t always work with Jason directly and his situation requires attention from multiple areas, not just one. Jason thrives in the theatre setting, so as his principal I would closely monitor his progress in the costume and makeup department to make sure he is enjoying himself, providing proper help to the rest of the group, and still learning social and teamwork skills. I would also actually involve Jason in my strategy sessions and ask his opinion, if he’s doing okay, if he’s enjoying himself, and is there any aspect that he isn’t liking. It is important to involve Jason in decisions since he is getting older and may need to make some of his own when he is more independent in the future. Simple strategies I could ensure are being implemented are assisting Jason’s teachers in providing differentiated instruction with a drama focus to keep Jason interested in other subject areas. Because Jason is moving on to a more mature stage of life, it is important that myself and his team devise a plan to ensure he has a handle on basic social/life skills. This may include practicing being on time for things, setting deadlines and enforcing Jason meet them, give him a set of rules to follow each day which would be similar to company policies for example. Also allowing Jason to participate in group projects or settings can help continue to develop his effectiveness during teamwork. These group settings may also provide him a welcoming, supportive, and comfortable environment to try out leadership skills which he may need to use in the future. Giving Jason a responsibility in the costume and makeup department is a magnificent way to develop responsibility and hard work because Jason has specific things he must do and complete each day to a certain expectation. Since Jason has Down Syndrome, a collaborative team of teachers, support staff, parents and myself (the principal), will constantly be working together to ensure Jason is getting everything he needs to succeed.
6. Deconstruction
6.1. Jason is a student who has been diagnosed with Down syndrome. His school experience has been quite successful throughout his elementary education and continues to be positive thus far in his secondary education. Down syndrome is classified under intellectual and developmental disabilities, meaning that Jason struggles with both intelligence- working at a mild to moderate range of intellectual abilities- and physical disabilities (Bennett et al, p 189). Due to this, a lot of Jason’s classes will provide modifications to the curriculum since he is working at a lower intelligence level than the rest of his class. As stated in the Special Education in Ontario Schools textbook, “students with Down syndrome have specific areas of difficulty, which include but are not limited to motivation and paying attention” (Bennett et al, p 191). When Jason was in grade five, his teacher regularly modified the curriculum which is a good approach and strategy because being taught from the standard Ontario Curriculum means that their academic learning is “likely less efficient” (Bennett et al, p 191). By providing modifications, differentiated instruction will also occur by considering Jason’s interests, readiness, and preferences, to provide the best results (Session #3, Slide 18). Differentiated instruction may be shown in Jason’s classes by using more aspects of drama because that is an interest for him and an area that he succeeds in.
6.1.1. Often times, children with Down syndrome have struggles with being present in certain social situations because they have difficulty with social cues and interactions. With Jason nearing the end of his secondary education, social cues and interactions are extremely important and must be a focus while his team is planning his strategies and learning goals. As educators we could provide Jason with opportunities to work in groups (a UDL strategy), because teamwork and being able to collaborate well with others is an important life skill that he needs to develop for his future outside of school. Repeated academic and behavioral failure has led to a “self-expectation of poor performance” as well as the tendency to “avoid or ignore challenging tasks” (Bennett et al, 192). Jason shuts down and quits when he feels that he is failing because he gets stuck in his comfort zone. His passion for the dramatic arts can help him push his boundaries and continue to learn life skills that will benefit him when he is out of high school. With these few strategies, a team consisting of Jason’s teacher, parents, principal, and himself can work together toward obtaining these life skills and including Jason in setting goals for the future. Teaching a skill as simple as punctuality will be important for Jason to ensure he understands the importance of arriving on time and being prepared for your task.