Living and Learning with Down Syndrome

Lilian Marques Silva, Maria Lucia Pereira da Silva, Eik Tenorio, Volney Mattos de Oliveira

Abstract: Inclusion, an intensively studied descriptor, is still a very sensitive subject. Nonetheless, including a child with Down syndrome in the classroom is not impossible. Children with such a syndrome present rapid adaptation to the classroom as long as the infrastructure and pedagogical resources are adequate to their needs; therefore, this work aims at the classroom observation of a student's cognitive development, regarding the Portuguese and Mathematics syllabuses, after the application of pedagogical activities. The classroom observed was a 6th Grade in a public school, Middle School, State of Sao Paulo (Brazil). The methodology used was a single case study and the research has a bibliographic and exploratory approach. The results were sorted according to Piaget's stages of cognitive development. The data collected showed that a child with Down syndrome, properly inserted and stimulated in the classroom, can develop his/her intellectual capacity more quickly.

Keywords: Classroom, Teaching, Down Syndrome

How to Cite?: Lilian Marques Silva, Maria Lucia Pereira da Silva, Eik Tenorio, Volney Mattos de Oliveira, "Living and Learning with Down Syndrome", Volume 10 Issue 7, July 2021, International Journal of Science and Research (IJSR), Pages: 1117-1124, https://www.ijsr.net/getabstract.php?paperid=SR21427004518, DOI: https://dx.doi.org/10.21275/SR21427004518