Strategies used in EFL classrooms with young down syndrome people

Abstract

The purpose of this research synthesis was to identify the most effective learning strategies used to help young Down Syndrome (DS henceforth) learners develop language skills in EFL classrooms. The methodology of this research synthesis was the selection and analysis of twenty-two papers focused on the research topic. The compiled research papers were compared and contrasted for an in-depth analysis. This comparison helped researchers draw conclusions about the most effective strategies used to teach young DS learners, teachers' perceptions towards learners’ learning process, and advantages and disadvantages of each strategy. The three strategies to TEFL drilling, logographic, and sound-field amplification were found to be excellent in developing DS learners' linguistic skills. Additionally, there were positive and negative perceptions, from the teachers, about the DS students’ learning process. The results from the study demonstrated that each strategy had more advantages than disadvantages. The greatest advantage found was that DS students could effectively learn by applying the strategies accordingly to their needs. The main disadvantage was that mainstream schools did not possess the necessary resources to work with special needs students. Finally, since inclusive education is a term relatively new, especially in Ecuador, more studies applying TEFL strategies to DS learners should be conducted