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Interview: Practical communication - Victoria Ralfs, regional development officer, the Down's Syndrome Association

2 mins read
"Children with Down's syndrome are very visual learners, that's their greatest strength," explains Victoria Ralfs. Using signs and symbols, rather than words, in their timetable makes a huge difference to their understanding. This is just one practical strategy Ralfs uses when training teachers how to include a child with Down's syndrome in mainstream schools.

As regional development officer in the Southwest for the Down's Syndrome Association, Ralfs is used to challenging attitudes and knows only too well the barriers families can face when trying to get a child into their local school.

Last week, children's minister Margaret Hodge admitted she was shocked by some local education authorities' policies on children with special educational needs, particularly that some are designating certain mainstream schools as not appropriate for children with moderate learning difficulties (Children Now, 22-28 September).

"It's something I and all my colleagues come up against," admits Ralfs. "Sometimes parents are actively encouraged to look at one school rather than another."

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