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Tác giả hoặc Nhóm tác giả: Long Kim Vo*; Bach Xuan Tran
Nơi đăng: Journal of Curriculum and Teaching; Số: doi:10.5430/jct.v12n6p174 URL: https://doi.org/10.5430/jct.v12n6p174;Từ->đến trang: 174 -185;Năm: 2023
Lĩnh vực: Chưa xác định; Loại: Bài báo khoa học; Thể loại: Quốc tế
TÓM TẮT
ABSTRACT
This research aims to examine the current state of inclusive teaching for children with disabilities in primary schools within the South-Central region, Vietnam. A survey involving administrators, teachers, and parents was conducted across 30 primary schools in Da Nang City, Phu Yen Province, and Ninh Thuan Province. The study investigates participants’ perceptions of inclusive teaching activities, the realization of inclusive teaching objectives, content alignment, teaching methods, and assessment practices. Survey data from 390 participants was analyzed to extract insights and patterns. The data collection took from December 2020 to August 2021. The study explored perceptions of inclusive teaching importance, revealing that 7.95% found it “very important”, 8.97% deemed it “important”, 13.85% considered it “less important”, and 69.23% found it “not important”. The assessment of correctness yielded mean scores ranging from 1.65 to 3.50. The achievement of inclusive teaching objectives scored between 3.37 and 3.47. Integrating inclusive teaching content received mean scores from 3.35 to 3.50. Various teaching forms scored between 1.60 and 2.36, indicating potential improvements. Inclusive teaching methods scored between 1.76 and 3.40. Evaluation and assessment mean scores ranged from 1.70 to 2.22. This research contributes to the ongoing dialogue on inclusive education, offering a comprehensive understanding of the challenges and opportunities in providing effective and inclusive learning experiences for children with disabilities in the South-Central region, Vietnam. Keywords: inclusive teaching, children with disabilities, primary schools, south central region, Vietnam
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