Visual aids and interaction as methods for inclusion of down syndrome in the process of learning a foreign language

Abstract

This research project is based on the lack of inclusion down children have experienced in the educational environment when learning English as a second language in fifth grade and a group of children of Abrazar foundation, because through making observations I was able to spot the huge gap that is present in classrooms between normal children and Down syndrome children or children with special needs. it is important to raise awareness in schools about the creation of policies which involve Down syndrome children into the academic environment because they are also a part of the educative community as well as to prompt teachers to make up new strategies or teaching techniques which are more suitable for the fulfillment of the needs Down syndrome children have or can be present when going through the process of learning English as a foreign language. It is fundamental to get the directives and teachers at schools generating new spaces and policies to get Down syndrome children deeply included in both educational activities and social activities at their schools which will benefit them both in the cognitive and social level.