Views of school held by children and young people with Down syndrome. How do we ask and what do they report?
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| Title: | Views of school held by children and young people with Down syndrome. How do we ask and what do they report? |
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| Authors: | Geiger, Sarah |
| Source: | Educational & Child Psychology. Sep2023, Vol. 40 Issue 3, p131-149. 19p. |
| Subjects: | Down syndrome, Young adults with disabilities, Children with intellectual disabilities, Right to education, Children's rights, Placement testing, Convention on the Rights of the Child |
| Geographic Terms: | United Kingdom |
| Abstract: | Aims: This 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. Methods: The study used a participatory visual interview approach, aiming to reduce language and memory demands and task avoidance due to intimidation. Findings: The 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. Limitations: This 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. Conclusions: The 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. [ABSTRACT FROM AUTHOR] |
| Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 172887313 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Views of school held by children and young people with Down syndrome. How do we ask and what do they report? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Geiger%2C+Sarah%22">Geiger, Sarah</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Educational+%26+Child+Psychology%22">Educational & Child Psychology</searchLink>. Sep2023, Vol. 40 Issue 3, p131-149. 19p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Down+syndrome%22">Down syndrome</searchLink><br /><searchLink fieldCode="DE" term="%22Young+adults+with+disabilities%22">Young adults with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+intellectual+disabilities%22">Children with intellectual disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br /><searchLink fieldCode="DE" term="%22Children's+rights%22">Children's rights</searchLink><br /><searchLink fieldCode="DE" term="%22Placement+testing%22">Placement testing</searchLink><br /><searchLink fieldCode="DE" term="%22Convention+on+the+Rights+of+the+Child%22">Convention on the Rights of the Child</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Aims: This 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. Methods: The study used a participatory visual interview approach, aiming to reduce language and memory demands and task avoidance due to intimidation. Findings: The 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. Limitations: This 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. Conclusions: The 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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Educational & Child Psychology is the property of British Psychological Society and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53841/bpsecp.2023.40.3.131 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 131 Subjects: – SubjectFull: Down syndrome Type: general – SubjectFull: Young adults with disabilities Type: general – SubjectFull: Children with intellectual disabilities Type: general – SubjectFull: Right to education Type: general – SubjectFull: Children's rights Type: general – SubjectFull: Placement testing Type: general – SubjectFull: Convention on the Rights of the Child Type: general – SubjectFull: United Kingdom Type: general Titles: – TitleFull: Views of school held by children and young people with Down syndrome. How do we ask and what do they report? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Geiger, Sarah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2023 Type: published Y: 2023 Identifiers: – Type: issn-print Value: 02671611 Numbering: – Type: volume Value: 40 – Type: issue Value: 3 Titles: – TitleFull: Educational & Child Psychology Type: main |
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