Teaching planning for young people with Down syndrome using the Supports Intensity Scale (SIS)

Abstract

The study aimed to assess the intensity of support in the adaptive resources of young people with Down syndrome and to apply, in collaboration with the teacher, a teaching plan based on the need for support. The study followed a descriptive qualitative approach based on the investigation action. A Special Education teacher and two young people with Down syndrome and their respective parents participated. Data collection was carried out in an Association of Parents and Friends of the Exceptional, a medium-sized municipality located in the interior of the state of São Paulo and in the residence of participants. The instruments used were the Support Intensity Scale – SIS, developed by American Association on Intellectual and Developmental Disabilities (AAIDD), having as respondent the parents of young people with Down syndrome and a script for the preparation of teaching planning. The data were organized into two categories according to the topics covered: the need for support in the adaptive applications of young people with Down syndrome and the application and application of teaching planning based on the need for support. As a result, it was found that the area in which young people with Down syndrome need more support was in lifelong learning and after teaching planning, some positive changes in the use of activities, interaction with colleagues, teachers and researcher . It is hoped that this study will serve as an example of good practice, as an indication of the use of the SIS Scale as a teaching planning tool.