All SMART Targets

SMART Target Examples for Down Syndrome

in Irish Primary 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.

10 SMART targets6 NEPS need areasUpdated 17 February 2026

Prevalence in Ireland

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.

SMART Target Examples by NEPS Need Area

These targets are mapped to NEPS need areas and categorised by Continuum of Support level. Replace [student] with the student's name and [date] with your review date (typically 6-8 weeks).

Language & Communication

School Support Plus

By [date], [student] will use a 4-word sentence to make a request (e.g., 'I want more milk') on 4 out of 5 occasions during snack time, as observed by the SNA.

School Support

By [date], [student] will use Lámh signs alongside spoken words to communicate 5 key needs (drink, toilet, help, more, finished) on 4 out of 5 occasions.

Literacy

School Support

By [date], [student] will recognise and read 20 sight words from the See and Learn programme with 80% accuracy, as assessed by the SET.

School Support

By [date], [student] will match 10 initial letter sounds to pictures with 80% accuracy using a multi-sensory phonics approach.

Numeracy

School Support

By [date], [student] will count objects up to 10 with one-to-one correspondence on 4 out of 5 occasions using concrete materials.

School Support

By [date], [student] will identify and name the numerals 1-10 with 80% accuracy using a number line and matching cards.

Social & Emotional

School Support

By [date], [student] will follow the classroom routine for morning arrival (hang coat, place bag, sit at desk) independently using a visual schedule on 4 out of 5 days.

School Support Plus

By [date], [student] will play cooperatively with 2 peers during a structured game for 10 minutes on 3 out of 5 occasions during yard time.

Self-Care & Independence

School Support

By [date], [student] will independently wash and dry their hands using a 5-step visual sequence after using the toilet on 4 out of 5 occasions.

Attention & Concentration

School Support

By [date], [student] will attend to a group activity for 10 minutes when seated near the teacher with visual supports, on 4 out of 5 occasions.

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

Example SSF Phrasing

Copy-paste ready phrasing for the Strengths and Needs sections of the Student Support File.

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?
SMART targets for students with Down syndrome are individualised goals focusing on language, literacy, numeracy, social skills, and self-care. They should be small, achievable steps that build on the student's strengths (visual learning, social motivation) and are reviewed every 6-8 weeks within the NEPS Continuum of Support.
What literacy approach works best for students with Down syndrome?
Research supports a sight word approach (e.g., See and Learn by Down Syndrome Education International) alongside phonics instruction. Students with Down syndrome often have stronger visual memory than auditory processing, so combining visual word recognition with multi-sensory phonics is most effective.
Should a child with Down syndrome attend a mainstream school?
Many children with Down syndrome thrive in mainstream schools in Ireland with appropriate supports (SET hours, SNA if needed, modified programme). The decision should be based on the child's individual needs, with input from parents, the school, and Down Syndrome Ireland. Both mainstream and special school settings can be appropriate.

Official Irish References

Essential Guides

Related Conditions

Generate Your Student Support File with AI

Turn your notes into NCSE-compliant Student Support Files in seconds. SENScribe AI drafts professional documentation so you can focus on teaching.