Parental Perspectives on the Educational Journeys of their Children with Down Syndrome: Starting Points for Cultural Change

Recent UK research into parental perspectives of the education of their children with Down syndrome (DS) indicates that at primary level many are educated in mainstream schools but fewer at secondary level. Surveys provide an overview of parental satisfaction with the education of their children with DS but further qualitative data are needed on parental perspectives of their child’s educational journey over time, to provide insight into causative factors for positive and negative experiences. A framework for understanding the educational experiences of this population was devised using previous research and theories of funds of knowledge and local understanding. Situated within an interpretive paradigm, the research design assumes that knowledge can be gained from experience. The research aim was to gain insights from parental accounts of educational journeys of learners with DS, to inform a consistently positive experience of education for these children. The narrative methodology was informed by elements of life history. Unstructured interviews were conducted online with ten parents of children with DS, mainly between April and June 2021. Transcripts were analysed using reflexive thematic analysis (RTA). The parental narratives yielded a wealth of data regarding systemic issues. Participants’ proactivity was critical in achieving positive educational experiences for their children. Rich insights into underlying attitudes, values and beliefs also indicated where cultural change was needed. A fundamental implication of these findings for education professionals is that to create the best possible educational experiences for children with DS we need to foster attitudes based on presumptions of belonging, competence and a professional willingness to learn. The data also indicated that attitudinal change needs to reach beyond educational establishments, to challenge societal values and promote recognition of intrinsic human worth.