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The intellectual abilities that the children possess

This research explores teaching strategies that can be adopted in educating elementary school children with Down Syndrome. According to Unicef, the Convention on the Rights of Persons with Disabilities states that State parties must, “ensure an inclusive education system at all levels and lifelong learning (Unicef, 2012).” As much as evidence shows that various efforts, such as having inclusive curricula, have been made, to include children of Down Syndrome in the mainstream elementary schools, the teaching strategies that can be used to enhance learning experiences for these students is not well researched. The focus of this research will, therefore, be to address this research gap. You are repeating the same errors, and I am repeating myself trying to get you to stop repeating the same errors over and over – please write in the active, not the passive voice. Use past or perfect tense, not present tense. Provide at least 2-3 transitions within the paragraph and then provide transitions from one paragraph to the next. Do not keep repeating the same words over and over.

Children with Down Syndrome have a right to receive education in local schools. Before the 1970s, the diagnosis of Down Syndrome implied that such children were in-educatable. Transition Again, there have been different attitudes which have led to stereotypes of children with Down Syndrome, but evidence, such as a study done on early intervention for children with down syndrome indicated that they possess a myriad of intellectual abilities. Connolly et al. (1980) do the research, and it shows that with early intervention, children with down syndrome can develop motor and social skills earlier on. The intellectual abilities that the children possess have led to their successful integration into mainstream classes. Research done by Dessemontet, Bless & Morin (2012) shows that being educated in a mainstream school leads to massive gains such as the quicker development of literacy and social skills, for children with Down Syndrome. They can acquire growth in their academics, social life and in their behavior when allowed by their parents and educators to interact and learn together with their peers in mainstream schools. On March 27th, 2018, the Jerome Lejeune Foundation, dedicated to Down Syndrome co-organized an event with some countries, which took place during the 37th session of the United Nations Human Rights Council. One of the speakers in the session was John Franklin Stephens who has Down Syndrome and is an athlete, actor and American disability advocate. He gave his testimony on inclusion in mainstream schools, by explaining, “I was included in ordinary classes; the common kids and I learned from each other.” He also added that people, especially parents of those with Down Syndrome should “expect competence, not a failure (Freiburger,2018).” This indicates that when the children with Down Syndrome access appropriate support, they can greatly benefit. Similarly, research done by Buckley et al. (2006), indicates that inclusion is beneficial for children with Down Syndrome. The researchers found out that children were able to develop better literacy and numerical skills when included in a normal educational setting.