Inclusion and SEND

Understanding and Supporting Down’s Syndrome (Long Course)

In ‘Understanding and Supporting Learners with Down’s Syndrome (Long Course)’, we provide practitioners across primary and secondary settings with an evidence-based framework rooted in inclusive practice. You will develop a comprehensive understanding of the genetic presentation of Down’s syndrome (Trisomy 21, Translocation and Mosaicism) alongside associated health and developmental factors. The course explores the unique communication and processing profiles of these learners, shifting the focus toward proactive environmental scaffolding and adaptive teaching. Equipping you with a practical toolkit, this course empowers you to remove learning barriers, foster independent life skills and build collaborative systems with parents and colleagues for successful key stage transitions. 
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Liv Gisby, Jess Hursit & Hayley Wallace

2 hours

Online Course

By completing this course, you will:

develop a comprehensive understanding of the distinct cognitive, visual and auditory processing profile associated with Down's syndrome, with specific focus on how the three genetic types (Trisomy 21, Translocation and Mosaicism) present;
examine the specific health and developmental factors associated with Down's syndrome, including its relationship with congenital heart defects, thyroid functioning, sleep apnea and co-occurring conditions like glue ear and visual fatigue;
recognise the unique communication profile of learners with Down's syndrome, understanding how to shift from deficit-based language to neurodiversity-affirming terminology;
be empowered to lead the implementation of practical, environment-based adjustments and adaptive teaching strategies, including visual scaffolding, pre-teaching and concrete, play-based learning frameworks;
establish effective systems for working with SENDCos, specialist therapists (OTs/SALTs) and parents to ensure a consistent, strategic framework for proactive monitoring, independent life skills and successful key stage transitions.

Course Lessons

Written by: Liv Gisby

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Liv Gisby brings a unique perspective to education, drawing on over 15 years of experience across mainstream and special school settings, combined with four years of service as a Police Detective. Her educational career includes roles as a class teacher across the Early Years Foundation Stage (EYFS), key stage 1 and key stage 2, before specialising as a SENCo for six years, during which she gained the National Award for SEN Coordination. Liv has an undergraduate degree in Psychology and extensive further training in Speech and Language (SALT); Occupational Therapy (OT); Autism Spectrum Condition (ASC); trauma; attachment; and specific learning difficulties, like dyslexia.

As a senior leader, she was responsible for managing staff development and delivering whole-school CPD related to special educational needs. Her ability to navigate complex safeguarding issues and multi-agency work is enhanced by her background as a detective, where she focused on domestic abuse and child protection.

This dual expertise now informs her work creating essential training materials for educators. Liv specialises in bridging the gap between clinical theory, classroom practice and critical welfare needs, ensuring that every resource she develops provides educators with the knowledge and practical tools required to offer truly holistic and impactful support for all pupils.

Presented by: Jess Hursit

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Jess Hursit is an experienced teacher with a strong background in maths education. As a former maths lead, she worked closely with Maths Hubs and supported the development of her school’s maths curriculum. Jess has worked in a leading training school, where her teaching was regularly observed by visiting educators, and she served as a mentor to trainee teachers and early career teachers.

Presented by: Hayley Wallace

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Hayley is a video content creator on the CPD team at Twinkl. She has over 15 years of teaching experience as a primary classroom teacher and specialist science teacher in both primary and secondary. She has been a subject lead in science for over 12 years and successfully led departments of experienced and trainee teachers. As well as completing a PGCE in Primary Education, she has achieved a BSc (Hons) in Molecular and Cellular Biology and a postgraduate qualification in Forensic Science. Hayley has also held leadership roles in whole-school wellbeing and is passionate about school culture and making education a positive experience for both pupils and staff.