CARL ROGERS' HUMANISTIC LEARNING THEORY AND TEACHING STRATEGIES FOR SPECIAL EDUCATION STUDENTS WITH DOWN SYNDROME

Abstract

Carl Rogers' Humanistic Learning Theory emphasizes the holistic development of individuals, where students are viewed as having the full potential to grow if given a supportive environment. In the context of teaching special education students, especially those with Down syndrome, this approach serves as a foundation for developing teaching strategies that emphasize building positive relationships, empathy and psychological support. However, a common issue in special education is the difficulty in deeply understanding the emotional and cognitive needs of these students which presents challenges in implementing appropriate teaching strategies. The purpose of this article is to examine how Carl Rogers' humanistic learning theory can be applied in teaching students with Down syndrome and to explore the most effective teaching strategies to enhance their learning experience. The article uses a literature review methodology, analysing and synthesizing previous studies related to humanistic learning theory and the teaching of Down syndrome students. The findings suggest that a student-centred humanistic approach can help improve learning motivation, active engagement and social development for Down syndrome students. Strategies such as collaborative learning, open communication and consistent emotional support are seen as key components in creating a conducive learning environment for them. The implications of these findings suggest that educators and policymakers in special education should integrate elements of humanistic theory into the curriculum and provide specific training for teachers to understand and support the unique needs of Down syndrome students.