Views of school held by children and young people with Down syndrome. How do we ask and what do they report?

Abstract

AimsThis study investigated the views of children and young people with Down syndrome of their schools, with the aim of increasing the understanding of the features of successful educational placements and the implications for planning, consultation and support.MethodsThe study used a participatory visual interview approach, aiming to reduce language and memory demands and task avoidance due to intimidation.FindingsThe findings indicate that the research techniques used did help the participating young people to highlight experiences and issues that were of importance to them. Their reports about what was good and what was difficult about school are original and enlightening and provide important insights about their experiences and preferences.LimitationsThis was a small, convenience sample and the reporting of interview findings represents the perspective of the participating young people with Down syndrome. Two school tours were limited by restrictions imposed by school staff. School tours and interviews were not repeated. However, the interviews did provide new and unique information about children and young people with Down syndrome’s experiences of school. The study was part of wider research mapping the educational experiences of a large group of children and young people with Down syndrome, identifying predictors, strategies and approaches that contribute to successful placements. Only three young people with Down syndrome were interviewed and this small number affects the generalisability of results.ConclusionsThe study identifies what is valued by the participating young people with Down syndrome, and provides guiding principles and practical implications. It presented an opportunity for children and young people with Down syndrome to communicate their views, and for those views to influence their school experience. Ethical considerations emphasise those relating to the involvement of children and young people with Down syndrome who have additional developmental and communication vulnerabilities. The dissemination supports advocacy at a systemic, school and individual level.