Learners with Down syndrome in the Algerian Primary Schools

Abstract

There is a growing need to seek inclusion of children with Down syndrome in mainstream public schools in Algeria. This research aims to study the effectiveness of inclusive education with Down syndrome in Algerian primary schools, as in the case of the Benaicha Mohamed school in Ain Tadless in Mostaganem. In addition, consider the responsiveness of teachers to this inclusion. This research is mainly descriptive using a qualitative and quantitative approach to collect data from different sources through: classroom observations and interviews with teachers The classroom observation was conducted in four sessions to follow the academic level DS learners in the first phase of primary school and their adaptation to the educational program they share with non-disabled learners. The purpose of the interviews with teachers was to: learn from the teachers' perspective on this integration and the difficulties they encounter in teaching students with Down syndrome. In addition, the main objective of this research was to find out if people with Down syndrome should attend public schools or attend special schools with a specific program. Based on data collected and analyzed from teacher interviews and classroom observation, I found that children with Down syndrome learn more slowly than other children, so they need more 'help. Teachers ensure that these children must be tested before being integrated into primary schools; they confirmed that all children with Down syndrome can not attend public school, especially those who have speech difficulties.