Exploring the Positive Experiences of Learners with Down Syndrome in Mainstream Education: A Reflexive Thematic Analysis Study

Baker, Nicola (2024) Exploring the Positive Experiences of Learners with Down Syndrome in Mainstream Education: A Reflexive Thematic Analysis Study. Doctoral thesis, University of East Anglia.

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Abstract

There is a lack of research in the UK which elicits the voices of young people with Down syndrome and explores their experiences of school. The current study explores the reflections of a group of young people with Down syndrome on their positive experiences of mainstream school. Semi-structured interviews were conducted with 12 participants, who were aged 16 or older. The data collected from the interviews was analysed using Reflexive Thematic Analysis. Participant-friendly resources that had been adapted to the needs of the individuals were used within the interview process to support the participants to share their experiences. Although each participant had unique experiences, when exploring what positive experiences the participants had of school, six themes emerged. These were “Socialisation – Positive Memories of Friends and Interactions”, “Many Positive Attitudes from Others”, “Learning Core Skills in Key Subjects”, “Positive Memories of Supporting Staff”, “Exposure to a Range of Experiences” and “Opportunities to Practise Independence” When exploring how the participants believed positive experiences of mainstream school could be facilitated, five themes emerged. These were “Accessible, Personalised Learning”, “Home-school Partnership and Family Support”, “Physical Memories and Rewards”, “The Opportunity to Learn Alongside Mainstream Peers” and “Carefully Planned Adult Support”. These findings suggest that young people with Down syndrome are able to have positive experiences at mainstream schools, and that there are ways that this can be facilitated. Some of the emerging themes support the findings of previous research, whereas others offer a novel understanding. The findings are relevant to educational professionals, such as school leadership staff, teachers and Educational Psychologists. Key implications and areas for future research are identified

Item Type:	Thesis (Doctoral)
Faculty \ School:	Faculty of Social Sciences > School of Education and Lifelong Learning
Depositing User:	Chris White
Date Deposited:	18 Dec 2024 15:05
Last Modified:	18 Dec 2024 15:05
URI:	https://ueaeprints.uea.ac.uk/id/eprint/98026
DOI:

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