Note: October is Down Syndrome Awareness Month.
Nina Brown earned her master’s degree in education from George Mason University and is currently a teacher in Fairfax County, VA, where she has spent the majority of her career. Prior to that, she taught in Liberty County, GA. She has dedicated her career to teaching young children with disabilities and partnering with their families to help build a foundation for educational success. She recently graduated from George Washington University with a degree in education leadership and administration in special education, in hopes of continuing to support students and families throughout the county.
How did you begin your career in early learning and special education?
As a child, whenever we went to visit my grandparents, we would always spend time with my aunt in her group home. She had developmental disabilities and medical needs that prevented her from living at home. Even though I was only a child, I recognized the limited access and opportunities available to her within her community. She was an adult, but had never attended school, which seemed incomprehensible to me. From a very young age, I knew I wanted to go into a profession where I could advocate for people with disabilities. I combined that with my love for children and eventually earned my master’s in early childhood special education. After 17 years of teaching, I recently earned an education specialist degree in leadership and administration in the area of special education. With this degree, I hope to have a broader impact on children and their families throughout the school district in which I work.
What recommendations do you have for improving educational experiences of children with Down syndrome?
I believe that high-quality early childhood education is fundamental to long term success for all children, but most critically to students with disabilities. Early childhood special education is often the “gateway” to the education system, and it has been my goal throughout my career to be a positive liaison between schools and families.
Two steps fundamental in facilitating positive educational experiences are
- helping families access community services and supports, and
- incorporating evidence-based instructional practices into classroom activities.
Children with Down syndrome tend to have strong social skills, so building upon those strengths to increase their learning opportunities in all areas of development is beneficial, regardless of their age. Teachers and parents should always have high expectations of the abilities of children with Down syndrome. Children with Down syndrome often know much more than they are able to communicate. The use of visuals and manipulatives in acquiring new skills builds upon their strengths as visual learners. Providing increased processing time and consistency are also instructional strategies that complement the learning style of many students with Down syndrome.
What suggestions do you have for expanding access to high-quality early learning opportunities for children with Down syndrome?
One of my responsibilities as an early childhood special education teacher is to transition preschool students into kindergarten, helping to ensure they will be educated in the least restrictive environment, with their peers, in the school closest to home. It has been my experience that acceptance of students with disabilities varies among schools within the same district, even though inclusion benefits all students, with and without disabilities. Schools may look at a label or diagnosis of a student to help in their decision making for programs and services. I believe it is my responsibility, and that of all teachers, to look at the individual child and their abilities first and foremost. In all aspects of my job, I strive to advocate for the needs of students in order to help build a strong educational foundation to make the most positive impact on their future.
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