What Autonomy Should Students with Down Syndrome Have in Their Education?

Autonomy, in education, refers to the ability of a student to take control of their learning. This can occur independently or through collaborating with peers and teachers. Autonomous learners guide their education, which improves self-motivation and problem-solving skills. Students who practice independent learning develop skills to create their own learning process, identify learning opportunities, efficiently use resources and self-assess their progress. These skills benefit students throughout life.

The credence that people need autonomy to decide what they do, how they live and how they want to contribute to society is not new. Still, it has not always been given freely to students with special needs, such as students with Down syndrome. According to Allison James in The Palgrave Handbook of Childhood Studies (2009), child agency implies that children should be seen as active shapers of their lifeworlds with a dynamic role in forming their relationships and environments. Children with Down syndrome deserve to shape their lives as well. Autonomy in the classroom is not an ideal manifested only in a few who put in a lot of intellectual effort. Instead, it should be available to everyone. So, shouldn’t students with Down syndrome receive autonomy in their education?

Brief History of Education for Students with Down Syndrome

On November 29, 1975, President Gerald Ford signed the Education for All Handicapped Children Act (Public Law 94-142). This landmark civil rights measure opened public school doors for millions of children with disabilities. In 2010, the anniversary of this act was celebrated and renamed the Individuals with Disabilities Education Act (IDEA). These acts affect the course of lives of many students, including those with Down syndrome, by giving them the opportunity for a public education in the least restrictive environment. For most students with Down syndrome, this means being included in the classroom with other students their age.

The crucial benefit of education is to prepare students for fair participation in society. Schools aim to equip students for lifelong learning and the confidence to learn effectively. So that all students, including those with disabilities, can make decisions about their own future. This idea is shared worldwide. According to the United Nations Department of Economic and Social Affairs, “States Parties shall enable persons with disabilities to learn life and social development skills to facilitate their full and equal participation in education and as members of the community.” The skills that public education provides give people the autonomy they need to be productive members of our society. This building of autonomy starts very early in a child’s life.

It has been almost 50 years since President Gerald Ford signed the Education for All Handicapped Children Act. Since that time, the population of students with Down syndrome in the classroom has slowly increased. As the number of students with Down syndrome increases, schools will need to reflect on supporting students with Down syndrome in the classroom. Hopefully striving to include these learners in mainstream classrooms to prepare all students, including those with Down syndrome, for life after high school.

Autonomous Learning for Students with Down Syndrome

Down syndrome, or trisomy 21, occurs when a person is born with a full or partial extra chromosome 21. This naturally occurring genetic condition affects over 5,000 babies born yearly in the United States. The additional chromosome material causes varying intellectual and physical disability and associated medical issues. Students who have Down syndrome will mostly have mild to moderate cognitive delays. However, these delays can occasionally be severe. There are also physical health problems commonly associated with Down syndrome, which include congenital heart defects, respiratory issues, and hearing problems. These additional challenges common in students with Down syndrome need to be considered by educators when working with students that have Down syndrome.

Four Ways to Boost Student Autonomy

Supporting autonomy in education can be beneficial to all students. Autonomy can increase motivation by allowing students to achieve personal goals. There is more flexibility with students as educators take on more of a coaching role. Increased engagement is another benefit of autonomous learning as students find connections between their interests and what they are learning when given more choices in how and what they learn. Here are four ways to boost student autonomy with links for classroom tips.

• Increase engagement by setting clear performance standards from the start. Better yet, create expectations together so that students fully understand what is expected of them. By letting them reason through the definition of acceptable, good and excellent outcomes, they will be able to assess their own learning. This allows students to focus on their individual strengths.
•  Increase motivation by helping students develop a sense of ownership over their learning by offering voice and choice in courses, assignments, classroom activities and groupings whenever possible.
• Provide feedback to students that is timely, specific and helpful. There are many ways to give feedback, and students will respond differently to different methods. Try to include peer feedback along with teacher feedback.
• Encourage students to assess their own learning progress. Give students the chance to explain what they know to others. Teach them to analyze their own struggles and new skills.

Supporting Students with Down Syndrome in the Classroom

Children with Down syndrome have many of the same needs as non-disabled children. However, they also have additional educational needs. For their success in the classroom, administrators and teachers must feel positive about inclusion and believe that the child should be included in their school.

How administrators can help:

• Put a priority on placing students with Down syndrome in mainstream classes appropriate to their age with few removals.
• Valuing diversity in the student body.
• Provide a broad and balanced curriculum and extra-curricular opportunities equal to other students their age.
• Create a safe and positive setting for inclusion where personal differences are celebrated.
• Continually involve the parents, caregivers and school services.
• Enlist strong problem-solving skills when teachers and students struggle.
• Provide resources and training for teachers to better support the student.

How teachers can help:

• Learning about the effective learning interventions that have worked previously with each student.
• Knowing the student’s skills and strengths that will support their successful learning and development.
• Understanding when students struggle and adapt expectations to meet their needs.
• Set appropriate goals that are as close to age-appropriate learning as possible.
• Share openly with parents, services and administration.
• Adapt plans when a student misses school for doctor visits and health issues.
• Be aware that students with Down syndrome have a high probability of vision and hearing impairments, along with other health issues. It is essential to know what health issues your student is dealing with.

How special education teachers can help:

• Invite students to attend IEP meetings as early in their education that is practical.
• If possible, have the student introduce everyone at the meeting.
• Have students share their best work at their IEP meeting. This should include examples of their work.
• Discuss with the student what supports were used and if they were beneficial.

Down syndrome does not limit students’ potential, but it requires additional support from educators. Look to Down Syndrome International or The National Down Syndrome Society for resources specific to Down syndrome students.