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| A Closer Look on The Academic Progress of The Learners with Down Syndrome
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Juan Paolo C. Madla, Gliza M. Billones, Jullienne P. Bundalian, Cristina M. Pasquin, Catherine G. Danganan, PhD
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Abstract:
Learners' progress is important to be focused on because it is the key to success in their future endeavors. When given the proper intervention, children with Down syndrome are capable of making progress, highlighting the necessity for parents and instructors to use a variety of teaching strategies. Despite the fact that local and international legislation necessitates special education, some parents are apprehensive to send their children to school. Hence, this qualitative study aims to unfold the perspectives of parents and teachers using the exploratory approach to identify the progress of children with Down syndrome. Fifteen elementary teachers under the Division of Pampanga and ten parents of children with Down syndrome participated in the semi-structured interviews. The study found that children's progress is evident in a variety of forms such as demonstrated self-care skills, developed good social skills and appropriate social behavior, developed writing and reading abilities, developed oral language by using simple words, improvement on writing, learned self-care skills, development of independent learning skills, and exhibiting appropriate social skills. This was made possible because of the assistance of teachers which are: strong emphasis on visual learning, belief in their abilities, developing of their thinking and attention efficiency, teaching them through the use of practice, drills and repetitions, developing language-focused learning, reinforcing positive behavior, and collaboration with the parents. While parents treat their child with Down syndrome as normal individuals, the use of routinary activities, positive reinforcement, and support the child to take reasonable risks and other activities.
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