How can the school environment be modified by an occupational assistant to assist a child with down syndrome with areas of concern such as tying shoes and buttoning and zipping clothes?

Evidence suggests that a very significant proportion of children with Down syndrome could be placed successfully in a mainstream school. Research data, although still somewhat limited, [1] indicates that such placements lead to academic as well as social gains and increase the chances of the child making local friendships that extend beyond the school day. These facts have lead increasing numbers of parents to seek an inclusive placement for their child.

In some parts of the country [2] over 80% of primary and 50% of secondary aged children are already included, although the picture is very different elsewhere. [3] In all too many Local Education Authorities, parents still have to put up a fight to secure an adequately funded place in their local school. From the current sample of 315 parents who have succeeded in gaining a mainstream place for their child, 29% report difficulties with either the Local Education Authority or the school itself.