References

Alton, S. (1998). Differentiation not discrimination: delivering the curriculum for children with
down's syndrome in mainstream schools. Support for Learning, (13)4. 167-173.
Buckley, S. (1985). Attaining basic educational skills: reading, writing and number.
International Journal of Special Education, 3(2), 47-56. Retrieved from
http://web.ebscohost.com/ehost/detail?vid=6&hid=5&sid=ae254cdd-26a5-4be5-beee-
62df88b94d0c%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=afh&AN=21524148
Farrell, M. & Elkins, J. (1995). Literacy for all? The case of down syndrome. Journal of
Reading, 38, 270 – 280. Taken from: http://www.acquirecontent.com/titles/journal-of-
reading
Farrell and Elkins research article concerning literacy education in students with Down
syndrome was very informative and offers teaching strategies that work to increase literacy for
students with Down syndrome.
National joint committee on learning disabilities, and, WETA television station. (1996). LD
online: The world’s leading website on learning disabilities and ADHD. Retrieved from
http://www.ldonline.org/
LD Online is a great resource for anyone wanting to learn more about learning disabilities. The
website focuses on providing information for educators, parents and children. In addition to
scholarly articles it also provides: multimedia resources, personal essays, art work, forums and
links to other resources and professionals.
Manitoba Education, Citizenship and Youth. (2007). Success for all learners: A handbook on
differentiated instruction. Winnipeg, MB, Canada: Author.
Success for all learners is a Manitoba government document that is aimed towards teachers to
help them adapt differentiated instruction practices into their classrooms to make all students
successful learners.
Farrell, M. & Elkins, J. (1995). Literacy for all? The case of down syndrome. Journal of
Reading, 38, 270 – 280. Taken from:
http://www.acquirecontent.com/titles/journal-of-reading

Thornton. C. A., Tucker B.F., Dossey J. A., Bazik E. F., (1983). Teaching Mathematics to
Children with Special needs.

Bibliography
Buckley, S. (2008). Can children with down syndrome learn more than one
language?. Retrieved October 15, 2009 from Down Syndrome Online
website http://www.down-syndrome.org/practice/180/
Manitoba Education and Training. (1996). Success for all learners: A
handbook on differentiating instruction. Winnipeg, MB: Author.
Alton, S. (1998). Differentiation not discrimination: delivering the curriculum for
children with down's syndrome in mainstream schools. Support for Learning, (13)4. 167-
173.

This scholarly article is a great resource for teachers wanting to know more about including
children with Down Syndrome in mainstream education. The article discusses the varying ways
Down Syndrome affects children and what differentiated instruction strategies can be used as
interventions and accommodations in the classroom.

Buckley, S. (1985). Attaining basic educational skills: reading, writing and

number. International Journal of Special Education, 3(2), 47-56. Retrieved
from http://web.ebscohost.com/ehost/detail?vid=6&hid=5&sid=ae254cdd-26a5-4be5-beee-
62df88b94d0c%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=afh&AN=21524148

This scholarly article includes some research and statistics about basic educational levels for
disabled and non-disabled students. It also discusses interventions that can be used in the
classroom to motivate and challenge children with a disability. It is a worthy resource for
teachers looking for suggestions on how to adapt assignments, curriculum and classroom
expectations.

Buckley, S. (2008). Can children with down syndrome learn more than one language?.
Retrieved October 15, 2009 from Down Syndrome Online website http://www.down-
syndrome.org/practice/180/

This article was written to answer whether or not children with Down Syndrome can learn a
second language. The author uses scholarly resources, anecdotes and personal experience to
argue that second language learning is entirely possible whether a child has a disability or not.
This article is a good starting point for anyone wanting to know more about children with
disabilities learning a second language.

Manitoba Education and Training. (1996). Success for all learners: A handbook on
differentiating instruction. Winnipeg, MB: Author.

Keller, E. C. Jr. April 23, 2005. Strategies for teaching students with learning disabilities:
http://www.as.wvu.edu/~acad/mlearn.html

This site contains many useful information for teachers.

Down Syndrome Association of Victoria Inc. http://www.dsav.asn.au/Topics/maths.html:

Down Syndrome Victoria is the statewide peak membership organization representing people
with Down syndrome and their families. It is a not-for-profit organization established in 1978 to
provide support, encouragement, information and resources to people with Down syndrome,
their families and the broader community.

There are many useful information on this site including teaching strategies for children with
Down Syndrome.
Teaching Down's Syndrome Students http://specialed.about.com/od/disabilities/a/downs.htm:

About.com is an online neighborhood of hundreds of helpful

experts, eager to share their wealth of knowledge with visitors.

Brandon University. (n.d.). Strategies for classroom teachers of students with Down syndrome.
Retrieved October 18, 2009 from http://www.brandonu.ca

Strategies are given in this article for classroom teachers of students with Down syndrome.
Symptoms are discussed and accommodations are suggested. Coping behaviours used by
children with Down syndrome such as the "Groove" and the "Pace" are described and explained.
Teachers are advised to build on the good behaviours and gently redirect students from the other
ones. This article is important for Industrial Arts teachers as it describes the behaviours to watch
for so that they do not push the student onto equipment that they are uncomfortable with.

Buckley, S. (1985). Attaining basic educational skills: reading, writing and

number. International Journal of Special Education, 3(2), 47-56. Retrieved
from http://web.ebscohost.com/ehost/detail?vid=6&hid=5&sid=ae254cdd-26a5-4be5-beee-
62df88b94d0c%40sessionmgr11&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d
%3d#db=afh&AN=21524148

This scholarly article includes some research and statistics about basic educational levels
for disabled and non-disabled students. It also discusses interventions that can be used in the
classroom to motivate and challenge children with a disability. It is a worthy resource for
teachers looking for suggestions on how to adapt assignments, curriculum and classroom
expectations.

Buckley, S. (2007). Teaching numeracy. Down Syndrome Research and Practice, 12 (1).
Retrieved October 18, 2009 from http://www.down-syndrome.org/updates
 According to Buckley, numeracy is even more difficult for most children with Down
syndrome to grasp than literacy. Teenagers with Down syndrome have been proven to achieve
better numeracy skills in the inclusiveonal classroom however. Another factor which increases
numeracy is the availability of computer aids. Numeracy is not taught in the Industrial Arts shop
so much as applied but teachers need to be aware of the disadvantage that some of their students
may have when they enter the classroom.

Buckley, S. (2008). Can children with down syndrome learn more than one language?.
Retrieved October 15, 2009 from Down Syndrome Online website http://www.down-
syndrome.org/practice/180/

This article was written to answer whether or not children with Down Syndrome can learn
a second language. The author uses scholarly resources, anecdotes and personal experience to
argue that second language learning is entirely possible whether a child has a disability or not.
This article is a good starting point for anyone wanting to know more about children with
disabilities learning a second language.

Carvalho, R. L., & Almeida, G. L. (2009). Assessment of postural adjustments in persons with
intellectual disability during balance on the seesaw. Journal of Intellectual Disability
Research, 53. doi: 10.1111/j.1365-2788.2008.01147.x

The purpose of this article is to compare motor skills and sense of balance between
children with Down syndrome. The findings indicate that children with Down syndrome have
less motor skills, coordination, speed, and balance. A brief explanation is provided for the
methods employed by children with Down syndrome to compensate for these areas. Industrial
Arts teachers must ensure that all students are able to operate tools and machinery in a safe
manner so this article is relevant.

Derayeh, N. (2001). Down syndrome: Teaching strategies. Exceptional Children, Winter.

Retrieved October 18, 2009 from http://www.riverbendds.org/derayeh.html
 In addition to addressing some of the particular challenges faced by a child with Down
syndrome, this article also explains specific and effective strategies which may be employed to
combat these issues. These and all children can be comforted by routine and empowered by
teaching a skill they have mastered to their peers for example. The shop teacher can easily
implement these routines and procedures in their classroom with the correct information.

Down Syndrome Association of Victoria Inc. http://www.dsav.asn.au/Topics/maths.html:

Down Syndrome Victoria is the statewide peak membership organization representing

people with Down syndrome and their families. It is a not-for-profit organization established in
1978 to provide support, encouragement, information and resources to people with Down
syndrome, their families and the broader community. There is a lot of helpful information on this
site including teaching strategies for children with Down Syndrome.

Farrell, M. & Elkins, J. (1995). Literacy for all? The case of down syndrome. Journal of
Reading, 38, 270 – 280. Retrieved from: http://www.acquirecontent.com/titles/journal-of-
reading

Farrell and Elkins research article concerning literacy education in students with Down
syndrome was very informative and offers teaching strategies that work to increase literacy for
students with Down syndrome.

Fisher, D. & Frey, N. (2008). Improving adolescent literacy: Content area strategies at work.
Pearson Education Ltd., p. 18.

Fisher and Frey promote different strategies to enhance students literacy skills in their book
for teachers. There are also helpful breakdowns of how to use each strategy in the core content
areas, as well as the implications for ESL students and struggling readers.
Frenkel, S. & Bourdin, B. (2009). Verbal, visual, and spatio-sequential short-term memory:
Assessment of the storage capacities of children and teenagers with Down's syndrome.
Journal of Intellectual Disability Research, 53. doi: 10.1111/j.1365-2788.2008.01139.x

In this article Frenkel and Bourdin examine the specific extent of memory deficit in
persons with Down syndrome. Individuals with Down syndrome have been shown to have a
lower performance in storage capacity development of the verbal, visual, and spatio-sequential
systems. Identifying these areas of lower performance is crucial for correctly targeted remedial
programmes which build on the most impaired areas by using the individuals strengths. The key
point for teachers in the Industrial Arts shop to remember is that students with Down syndrome
have specific areas of memory deficits and certain teaching methods and tools will work better
than others.

Friesen, A., & McDowell, L. Manitoba Education, Citizenship & Youth, School Programs
Division. (2006). Senior 2 social studies: geographic issues of the 21st century: manitoba
curriculum framework of outcomes and a foundation for implementation (ISBN-13: 0-978-
0-7711-3589-7). Manitoba: Government of Manitoba.

In the Manitoba Social Studies Curriculum, there are examples of teaching strategies, as
well as attachments for teachers to use in the classroom. There are also a list of knowledge,
value, and skill outcomes that teachers can modify and adapt for teaching and assessing students
with Down syndrome.

Johnson, C. (n.d.). Teaching students with Down syndrome. Retrieved October 18, 2009
from http:// wwwwww.site:resources:down_syndrome:information_series:Teaching Students
With Down Syndrome.doc

This article offers some specific advice to educators for a successful inclusive onal
classroom. Teachers should encourage students with Down syndrome to teach their peers how to
use whatever communication mode that works best for them. Visual supports such as
photos, verbal cues such as rhymes, and computer programmes can be used in the class to help
all students. As long as the teacher does not push too hard the student with Down syndrome can
flourish in this type of environment. It is important for Industrial Arts teachers to have a wide
variety of teaching aids that may be used appropriately in the shop class.

Lenz, K., & Schumaker, J. B. (2004). Adapting Language Arts, Social Studies, and Science
materials for the inclusive classroom. LD Online. Retrieved October 18, 2009 from
http://www.Idonline.org/article/Adapting_Language_Arts%2C_Social

Lenz and Schumaker address the kinds of adaptations which may be employed by teachers
to increase learning for students with Down syndrome. General adaptations are explored, as well
as the role of each person from parent, teacher, educational assistant, and administration when
deciding what kind of adaptation is appropriate. Format adaptations should be designed to
benefit all students in the long term. The Industrial Arts teacher must make sure that their
program can make use of these adaptations in a safe manner.

Linn, M. I., Goodman, J. F., & Lender, W. L. (2000). Played out? Passive behaviour by
children with Down syndrome during unstructured play. Journal of Early Intervention, 23
(4). doi: 10.1177/10538151000230040601

This article describes the findings of a study on passive behaviour among children during
unstructured play. It was observed that children with Down syndrome exhibit more time in
passive behaviour than their peers of mental age, race, and gender. Parents and educators
normally view this behaviour as a failure to sustain involvement and quickly intervene.
However, this could negate an opportunity for the child to express initiative. Also, it would
appear that this behaviour is sometimes used by children with Down syndrome as a coping
mechanism when they are overwhelmed. These findings are especially important for Industrial
Arts teachers as they must ensure a safe environment in the shop for all students at all times.

Manitoba Education and Training. (1996). Success for all learners: A handbook on
differentiating instruction. Winnipeg, MB: Thomas, J.
 This teacher’s resource is extremely helpful in providing numerous teaching strategies and
support for teachers to help promote an inclusive and diverse classroom. The author provides
examples of acquiring, activating, and applying strategies for different learning modes. Also
helpful are frames and outlines of some handouts that are attached at the end of the document.
Teachers can use these attachments as is, or adapt them to help students with special needs.

Moats, L. (2002). When older students can't read. LD Online. Retrieved October 18, 2009 from
http://www.Idonline.org/article/When_Older_Students_Can%27t_Read

The theme of this article is that early intervention is essential when a reading failure is
observed in a student with Down syndrome. Reading failures at the first grade are seen as
reliable indicators of achievement in high school as the student typically becomes more and more
behind as time goes on. Industrial Arts teachers must be aware of this scenario as students
are taught many safety rules with written language.

National joint committee on learning disabilities, and, WETA television station. (1996). LD
online: The world’s leading website on learning disabilities and ADHD. Retrieved
from http://www.ldonline.org/

LD Online is a great resource for anyone wanting to learn more about learning disabilities.
The website focuses on providing information for educators, parents and children. In addition to
scholarly articles it also provides: multimedia resources, personal essays, art work, forums and
links to other resources and professionals.

Trezise, K. L., Gray, K. M., & Sheppard, D. M. (2008). Attention and vigilance in children with
Down syndrome. Journal of Applied Research in Intellectual Disabilities, 21. doi:
10.1111/j.1468-3148.2008.00421.x
 The goal of this article was to examine research to determine if children with Down
syndrome would demonstrate superior visual rather than auditory performance on a sustained
attention task. The results indicated that there were significantly higher levels of sustained
attention observed when the subject was presented visually. Therefore teachers can facilitate
sustained attention and increase learning by presenting educational materials in a visual medium.

Waldman, H. B., Perlman, S. P., and Chaudhry, R. A. (2009). Injuries and individuals with
disabilities. The Exceptional Parent, 39 (2). Retrieved October 18, 2009 from
http://www.eparent.com

Waldman and Chaudhry explain in this article that 15% of children with Down syndrome
suffer from joint instability. This is caused by slack ligaments and poorly developed joints.
Although, this can lead to increased accidents for children with certain types of disabilities, the
characteristics of the injuries are similar. What the Industrial Arts teacher should take away from
this is simply to be aware of the instability of children with Down syndrome so they can ensure
that the shop is designed as safely as possible.

Watson, S. (n.d.). Teaching Down's syndrome students. Retrieved October 18, 2009 from
http://www.about.com

This article describes some of the difficulties faced by students with Down syndrome.
Watson notes that these students do better in inclusiveional classes, and that their peers also
benefit from some of the general adaptation strategies which are applied to aid comprehension in
students with Down syndrome. It is also important to note that the self-esteem of children with
Down syndrome is actually higher when participating in an inclusiveional classroom. This offers
good news to teachers who are concerned about the adaptation of students and teaching strategies
in an inclusiveonal environment.

Wishart, J. (2001). Motivation and learning styles in young children with Down syndrome.
Down Syndrome Research and Practice, 7 (2). Retrieved October 18, 2009 from
http://www.down-syndrome.net/library/periodicals/dsrp/07/02/
 Children with Down syndrome have difficulty with correctly identifying emotional
expressions and also have an inferior social understanding. Despite these factors, Wishart
reports that these students can be very clever in their efforts to draw attention away from a
subject when their comfort level has been exceeded. It is also noted in this article that
adaptations to teaching strategy may become a needless crutch to these students if they are used
for the long term. This article covers many issues of importance to the Industrial Arts teacher.
The teacher needs to understand when and how to initiate adaptations to the program and when
these adaptations need to be abandoned.