Social relationships of children with Down Syndrome in regular Secondary schools

Abstract

Inclusive education focuses on the social dimension of education. Learning together is seen as an important factor in achieving the goal of living together. The study was an attempt to describe the social relationships that students with Down Syndrome had in regular secondary schools. The study aimed at seeing how socially included children with Down Syndrome were in regular secondary schools and also how effective social inclusion was at school as well as outside school. The main focus of the study was to see what kind of social relationships students with Down Syndrome had with their peers and adults. A qualitative case study design was adopted. Participants consisted of two students with Down Syndrome in two different secondary schools. Interviews were held with the students themselves, their parents, facilitators, form teachers and Head of school. Moreover two observations of lessons and break time were carried out at each school. Qualitative analysis of data showed that the two students were both socially included by the adults and peers, but different school factors led to more social interaction with one of the participants. Moreover, in both cases the students' inclusion with peers was limited to school time. The findings suggest that more attention should be given to the students' inclusion in outside school activities.