Taking a long view: Designing curricula for pupils with Down syndrome and other learners with speech, language and communication needs (SLCN) working below level 2

Perspective Article

Published on: September 12, 2018

6 min read

This article discusses curriculum content and structure for pupils with a distinctive profile: those who have a learning disability, whose learning attainments do not match expectations for their chronological age, and who face additional challenges in expressive communication, so that it is difficult for them to demonstrate (and for education staff to assess) knowledge and understanding through talking or writing. This profile is associated with diagnoses such as Down syndrome, Trisomy 9, Developmental Language Disorder with learning disability, and some presentations of autism spectrum conditions. It draws on 25 years of experience as a speech and language therapist, working with children with this profile, their families and their schools. Towards tailored curricula Inclusion involves a ‘commitment to ensuring all children are educated together, with support for those who require it to access the full curriculum, contribute and participate in all aspects of school life’ (Hare

Join us or sign in now to view the rest of this page

You're viewing this site as a guest, which only allows you to view a limited amount of content.

To view this page and get access to all our resources, join the Chartered College of Teaching (it's free for trainee teachers and half price for ECTs) or log in if you're already a member.

This article was published in September 2018 and reflects the terminology and understanding of research and evidence in use at the time. Some terms and conclusions may no longer align with current standards. We encourage readers to approach the content with an understanding of this context.