How an educational support system can let children with Down syndrome thrive

In 1990, Bangladesh passed a revolutionary act that made primary education free and compulsory up to grade five. However, the concerning part of this act is that the decision to admit students with Intellectual and Developmental Disabilities (IDD) to a school was left to a primary education officer.

After 23 years, the Persons with Disabilities' Rights and Protection Act 2013 gave people with disabilities the right to take part in inclusive education at all levels, with proper facilities. But what has the country done to make up for years of denying them this right?

Individuals with IDD face cognitive and developmental delays, with difficulties in memory, organisation, reasoning, and decision-making.

Only through quality education— incorporating evolving teaching strategies such as scaffolding, reciprocal teaching, positive behaviour support, motivation, and assistive technology— and an adapted curriculum can teachers provide differentiated instruction. 

This enables students to develop readiness and academic skills, communication and language abilities, socialisation, vocational competencies, emotional and social skills, and the capacity for social adaptation.

Conditions such as Down syndrome, phenylketonuria, Fragile X syndrome, and fetal alcohol syndrome are among the causes of IDD. Down syndrome, the most common recognisable genetic condition, affects 1 in 600–900 births and involves three copies of chromosome 21. 

This chromosomal abnormality is associated with multiple health complications, including IDD, hearing impairment (characterised by low-set, small ears, external canal stenosis, and middle ear malformations), congenital heart defects, sleep apnea, and more.

Governments must ensure the existence of a support system that promotes the inclusion of people with disabilities and their families within the community.

Students with Down syndrome need a structured, inclusive, and flexible education with early intervention, inclusive methods, assistive techniques, and vocational training.

Early childhood education and intervention: Down syndrome can be diagnosed both before and after birth. Prenatal screening tests can indicate a higher chance of Down syndrome, while diagnostic tests like the alpha-fetoprotein blood test, amniocentesis or chorionic villus sampling (CVS) can confirm the diagnosis. 

After birth, physical characteristics and a karyotype test (a blood test examining chromosomes) are used to confirm the diagnosis. Once diagnosed, parents should stay calm and monitor early cognitive, speech, and motor delays..

Developing Individualised Education Plans (IEP) could help to address these delays effectively. Role play, learning games, and parental involvement in early learning boost social and communication skills, especially in preschoolers.

Inclusive and special education: When a student with mild or moderate Down Syndrome is accepted into an inclusive education setting, it signifies not just their inclusion in school but also in society as a whole.

Teachers should discuss the differences, characteristics, and needs of students with Down syndrome with students, guardians, and school staff to include all pupils. Buddy systems, peer tutoring, group work, and tiered tasks make learning more supportive and manageable. 

Children with severe Down syndrome may attend special schools like SWID and Down Syndrome Education Bangladesh, which offer trained professionals and specialised curriculum for life skills.

Vocational and life skills education: There are programs for individuals with IDD in the SWID Laboratory Model School. They offer a variety of vocational training, including computer skills, sewing, cooking, music lessons, drawing, and handicrafts. 

After finishing their vocational training, participants can work with SWID Bangladesh. In Bangladesh, the concept of second chances in education is quite limited; once individuals reach the age of 18 years, access to primary education diminishes. As a result, vocational and life skills become essential for integrating into society.

Teaching strategies and learning methods: Functional academics are usable across life routines so that students will learn and use some pivotal skills in school, home and community activities. 

Differentiated teaching with tools like flashcards, easy reading, and role-play helps students with Down syndrome build academic, social, and life skills effectively.

As for compensation, the government should prioritise individuals with IDD. Universal signs, symbols, and functional vocabulary should be authorised and used by every place. 

Many affected individuals may have acquired informal skills. The government can recognise their knowledge and provide certifications. The government should ensure all future policies align with the UNCRPD (United Nations Convention on the Rights of Persons with Disabilities). 

After completing a regular Bachelor of Education (B.Ed) or Master of Education (M.Ed) in Special Education, a graduate becomes capable of teaching students with disabilities, especially through their specialised training and internship. 

However, the previous government of Bangladesh considered only a six-month or one-year diploma, such as a BSEd or MSEd, sufficient for teaching these students. This practice should be reconsidered and changed.