MODIFICATIONS IMPLEMENTED IN INCLUSIVE CLASSROOMS FOR STUDENTS WITH DOWN SYNDROME
Abstract. This study systematically analyzes the pedagogical modifications implemented in inclusive classrooms to effectively integrate students with Down syndrome into mainstream education. One of the primary research focuses is the effectiveness of adaptive teaching strategies that take into account the individual characteristics of students with Down syndrome, as well as the ways these ap proaches are applied in inclusive education. The research is grounded in strate gies aimed at meeting individual learning needs, including support techniques, increasing participation in daily activities, and promoting social interaction. The analysis also covers key elements such as the physical and methodological adap tation of the classroom environment, differentiated use of instructional resources, curriculum modifications, and the individualization of assessment approaches. Based on existing local and international academic sources, the study propo ses a systematic strategic framework that aims to enhance both the academic performance and social participation of children with Down syndrome through practically applicable models and teaching approaches in inclusive educational settings.
Keywords: Down syndrome, inclusive education, modification, collaboration, inclusive education practices, systematic approach, comparative analysis.
