Do Regular Schools in Spain Respond to the Educational Needs of Students with Down Syndrome?

Objectives The family of the students with Down syndrome, just as in the case of any other child, is the main party responsible for their education, and the main socializing agent, as the family is in permanent contact with the student and knows about the characteristics of the child more than anyon...

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Bibliographic Details
Published in:Journal of child and family studies 2020-09, Vol.29 (9), p.2355-2363
Main Authors: Fernández Batanero, José María, Benítez Jaén, Ana María, Montenegro Rueda, Marta, García Martínez, Inmaculada
Format: Article
Language:English
Subjects:
Academic Accommodations (Disabilities)
Behavioral Science and Psychology
Child and School Psychology
Children
Disabled children
Down syndrome
Education
Educational needs
Families & family life
Family
Human resources
Inclusive education
Original Paper
Perceptions
Psychology
Questionnaires
Schools
Social Sciences
Sociology
Spain
Students
Teachers
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Summary:Objectives The family of the students with Down syndrome, just as in the case of any other child, is the main party responsible for their education, and the main socializing agent, as the family is in permanent contact with the student and knows about the characteristics of the child more than anyone. The aim of this study is to provide information on the educational response that regular Spanish schools offer to the students with Down Syndrome through the parent’s and the teacher’s perceptions. Methods Therefore, 218 questionnaires were provided to parents of children with Down syndrome, and 22 in-depth interviews to education professionals (regular teachers of students with Down syndrome). Results The results indicated that the parents positively perceived the educational response offered by the schools to their children, however, although the schools shared the principles of inclusion, they differed on the manner that it was implemented, pointing to the lack of material and human resources. They also considered that the teacher’s training was appropriate. Conclusions In conclusion, that the families of students with Down syndrome had positive perceptions towards inclusive education of their children. However, although they shared the principles of inclusion, they disagree on the manner in which these were being implemented.
ISSN:1062-1024
1573-2843
DOI:10.1007/s10826-019-01587-2