Mainstream school support service

The School Support Service was set up in 1986 to improve social, educational, and psychological conditions for school inclusion of children with Down syndrome from preschool through secondary schooling.

The Service works with all participants in the inclusion process: the child or teenager with Down syndrome, the child's family, the school, and other agents in the education community.

Our commitment to addressing new demands made by parents and professionals means that the Service is constantly adapting. For instance, we have tackled the use of new technologies, developed new teaching resources, and set up new groups for psychological support and speech therapy.

Direct Support

The School Support Service provides direct support to schoolchildren according to their individual by developing individual capabilities.
Support is provided both at the Foundation's headquarters and through on-site school visits in order to team up with the child's teachers. The child's school life is tracked, and family interviews are conducted regularly.
• Playing, Experimenting and Learning: this activity for preschoolers fosters active experimenting to develop each child's potential, provide communication strategies in order to build social skills and independence, and reinforce functional learning.
• Playing and Learning Together: this activity for preschoolers and children in the first two years of primary education aims to develop communication and language skills; to foster creativity and stimulate the imagination through symbolic play; and to boost certain kinds of functional learning that enhance independence.
• Speech Therapy: this activity for all age groups consists of individual, pair or group sessions, with timing adjusted to individual needs.
• Relationships and Communication: this activity for schoolchildren in their third to sixth year of primary school aims to encourage each child's awareness and acceptance of their personal situation as well to enhance communication and relationship skills through group therapy.
• Identity Groups: this group activity for secondary school children focuses on building their self-identity and self-knowledge as well as fostering personal independence.
• Study Techniques: this type of support is provided in a small-group setting but individually tailored.
• School Support: our staff professionals work with the child's school, advising on individual objectives to be set, choice of teaching methods, ways of addressing specific behaviours, and so forth.
• Advice, Counselling and In-School Intervention: this type of assistance is provided to all children and young people who come to the Foundation’s headquarters and, at the parents’ request, to those who are unable to make their way to the Foundation for whatever reason.

Indirect Support

The Foundation organizes activities for the education community at large to raise awareness and address training needs.
• Talks for teaching staff in schools
• Advice on request for any agent in the education community
• Awareness raising for schoolmates of children with Down syndrome, through activities such as storytelling or classroom presentations
• Training for professionals in the sphere of education: Open Classroom and individual lectures

Support for Families

The School Support Service works with the Foundation's Family Support Service to provide the following:
• Intake and counselling for families addressing the School Support Service for the first time
• Regular meetings of the staff professional in charge of an individual child and the child's family
• Parent groups
• Sibling groups

Essential information


Sra. Gemma Serrano
Tel. 932 157 423 (ext. 0)
Fax 932 157 699

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