Staff perceptions and experiences of using Key Word Signing with children with Down syndrome and their peers in the first year of mainstream primary education
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Date
2025
Authors
O'Leary, Norma
Lyons, Caoimhe
Frizelle, Pauline
Journal Title
Journal ISSN
Volume Title
Publisher
Wiley
Published Version
Abstract
Background: Key Word Signing (KWS) is one system that can be used to sup-port the communication needs of children with Down syndrome (DS) who attendmainstream school. The success of KWS in schools is mediated by staff experi-ences and perceptions of KWS. The current study is one of the first to exploreKWS use in mainstream schools.Aims: To explore the perceptions and experiences of teachers and special needsassistants (SNAs) with reported varying levels of experience, using KWS withchildren with DS and their peers in the first year of mainstream primary school.Secondly, we aimed to explore how those perceptions and experiences evolvedthroughout the year.Methods & Procedures: Five mainstream schools were recruited where chil-dren with DS attended. A speech and language therapy (SLT) researcher taught25 key word signs to the relevant class in each school at four time points acrossthe year. Five teachers and eight SNAs from participating schools engaged in aseries of semi-structured interviews to explore their perceptions/experiences ofusing KWS (Lámh) over the course of the year. Longitudinal data were analysedusing inductive qualitative content analysis.Outcomes & Results: Four categories were generated from the data: Chal-lenges, Facilitators, Benefits, and Incorporation into the whole school environ-ment. Findings suggest that the supported introduction of KWS in school byan SLT researcher can assist inclusive educational practices; facilitate children’scomprehension and expression; reduce frustration in children with DS; andfacilitate interaction with peers. Results also indicate an increasingly positiveattitude among teachers and SNAs towards KWS as the year progressed. Teachersreported the absence of a pedagogical framework as an obstacle to the integration of KWS into the curriculum, while SNAs highlighted inconsistent access tofunded entry-level training.Conclusions & Implications: Overall, using KWS was a positive experiencethat supported communication in children with DS in mainstream school. How-ever, future training should embed knowledge on key facilitators and considerhow challenges can be addressed to maximize the potential of all children withcommunication needs attending mainstream primary school.
Description
Keywords
Down syndrome , Inclusive education , Key Word Signing , Lámh , Mainstream school , Special needs assistants , Teachers
Citation
O’Leary, N., Lyons, C. and Frizelle, P. (2025) ‘Staff perceptions and experiences of using Key Word Signing with children with Down syndrome and their peers in the first year of mainstream primary education’, International Journal of Language & Communication Disorders, 60(1), e13149 (18pp). https://doi.org/10.1111/1460-6984.13149