Your child has the right to request a place in any mainstream setting, including academies and faith schools. While those settings usually have their own admission policies, they must adhere to the Equalities Act and cannot refuse a place on the basis of additional needs.
Many parents and carers choose for their child with Down syndrome to initially attend a mainstream setting. This is to enable academic modelling, exposure to positive behaviours, and engagement with the school community. Research shows that children with Down syndrome must be involved with more able groups for the best academic results (this is due to strong modelling and imitation skills). It is important that children are engaged in school and out-of-school activities with their peers.
The decision whether to attend a mainstream or specialist setting should be based on individual circumstances, and the following factors usually play a part: the child's individual learning needs, parental preference, and views of the professionals involved with the child. Parents who choose mainstream preschool and primary settings often move their child to specialist settings or mainstream settings with specialist units towards the end of primary school or at the beginning of secondary school.
It is important to remember that it is very much a personal choice, and there are no rights or wrongs.
Things to consider:
Mainstream provision:
- Provides high-level exposure to learning, as well as competent, age-appropriate academic, behavioural and social role models.
- Studies show gains in communication, academic, and social skills related to accessing mainstream education.
- Promotes educational and social inclusivity.
- Class sizes are usually up to 30-32 children.
- There is variability in terms of providing adequate support and making the curriculum accessible (due to variabilities in teachers' training, experience, and adequate resources provided).
- It might be more difficult to create and maintain long-lasting friendships.
Specialist provision:
- Provides smaller class sizes and lower pupil-to-teacher ratios.
- Ensures experienced and trained SEN teachers are employed.
- The availability of therapy might be greater as Speech & Language Therapy, Physiotherapy, and Occupational Therapy are often provided on-site.
- Friendships might be easier to make and maintain.
- It is often a self-contained and isolated setting, therefore providing a less varied social experience.
- The educational advantage in terms of communication and academic skills might be less significant than in a mainstream setting.
For some, the answer might be a mainstream school with specialist provision. By combining smaller class sizes, highly skilled staff, and available therapies while maintaining inclusivity, it may be seen as providing the best of both worlds.
The following link gives useful information about specialist educational provision in Leeds and the surrounding areas. Some settings offer specialist support within a mainstream school and others are completely specialist - it's worth having a read to see what is available: Leeds Specialist Education Provisions.
