Student Support File for Down Syndrome
Guide for Irish Teachers
Down syndrome is a genetic condition caused by the presence of an extra chromosome 21. In Irish schools, students with Down syndrome typically require support across multiple NEPS need areas including language and communication, literacy, numeracy, and social skills, with many benefiting from inclusive classroom settings alongside targeted interventions.
About Down Syndrome in Irish Schools
Down syndrome is a genetic condition caused by the presence of an extra chromosome 21. In Irish schools, students with Down syndrome typically require support across multiple NEPS need areas including language and communication, literacy, numeracy, and social skills, with many benefiting from inclusive classroom settings alongside targeted interventions.
Prevalence: Approximately 1 in 546 babies born in Ireland has Down syndrome, one of the highest rates in Europe. Down Syndrome Ireland supports over 3,500 members nationwide.
Relevant NEPS Need Areas
When completing the Strengths, Interests & Needs section of the Student Support File, focus on these areas for students with Down Syndrome:
Common Strengths
- Strong visual learning ability
- Good social skills and desire to interact with peers
- Enjoyment of music, drama, and creative activities
- Ability to follow established routines
- Warm, affectionate personality
- Strong imitation skills - learns well from peer modelling
Common Needs
- Targeted speech and language support for expressive language
- Multi-sensory approaches to literacy and numeracy
- Visual supports for comprehension and task sequencing
- Support with short-term auditory memory
- Fine motor support for handwriting and self-care
- Social skills teaching for age-appropriate peer interaction
Support Strategies by Continuum Level
Record these strategies in the Student Support File under the appropriate Continuum level. Choose strategies based on the student's individual needs, not all strategies will apply.
Classroom Support
ALL - Class teacher-led interventions
- Use visual timetables and task boards for daily routine
- Provide multi-sensory learning materials (concrete objects, pictures, songs)
- Seat near the teacher for proximity support and modelling
- Simplify language and check understanding - one instruction at a time
- Use peer modelling and buddy systems for social learning
- Incorporate music, drama, and movement into learning activities
- Allow extra processing time and repetition of key concepts
School Support
SOME - SET-led targeted teaching
- SET-led literacy programme using a sight word approach (e.g., See and Learn)
- Targeted speech and language programme aligned with SLT recommendations
- Lámh (sign language) support for communication if recommended
- Numeracy intervention using concrete, pictorial, abstract approach
- Social skills group with typically developing peers
- Regular liaison with Down Syndrome Ireland early intervention team if applicable
School Support Plus
FEW - Multi-disciplinary team involvement
- SNA support for personal care, safety, and transitions as per care plan
- Multi-disciplinary team involvement (SLT, OT, NEPS, DSI)
- Individualised programme based on comprehensive assessment
- Assistive technology as appropriate (communication device, adapted keyboard)
- Intensive daily literacy and numeracy programme with SET
- Transition planning for key stages (preschool to primary, primary to post-primary)
Example SSF Phrasing
Copy-paste ready phrasing for the Strengths and Needs sections. Replace [Student] with the student's name.
Strengths Phrasing
- “[Student] is a visual learner who responds well to pictures, symbols, and demonstrations.”
- “[Student] has a warm personality and enjoys social interaction with peers.”
- “[Student] follows established classroom routines with consistency.”
- “[Student] shows enthusiasm and engagement during music, drama, and art activities.”
Needs Phrasing
- “[Student] needs targeted speech and language support to develop expressive language skills.”
- “[Student] requires a multi-sensory, sight-word approach to literacy alongside phonics instruction.”
- “[Student] benefits from visual supports and simplified language for comprehension.”
- “[Student] needs support with fine motor skills for handwriting and self-care tasks.”
Frequently Asked Questions
What are SMART targets for Down syndrome in Irish schools?
What literacy approach works best for students with Down syndrome?
Should a child with Down syndrome attend a mainstream school?
Official Irish References
Essential Guides
Related Conditions
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