Managing the activities of special education support rooms in kindergartens in some northern provinces

Steps to build a personal education plan

Step 1. Identify the child's characteristics, such as: strengths (abilities), difficulties (developmental needs), interests and the child's development environment

The view of educating children with disabilities is to teach based on the strengths of children, at the same time equipping children with basic skills so that they can become independent and useful members of the community. Therefore, we must learn about children's abilities, needs and interests in order to set goals, content, measures to develop their abilities and meet their necessary needs.

Content to learn about the abilities and needs of children with disabilities

Maybe you are interested!

Determine the ability and needs based on the survey form for visually impaired children (Appendix), including the following contents:

- Physical and motor development: Determine the child's physical development and motor skills, including:

+ The child's physical development process: shape, stature, body size, height, weight... Pay special attention to the child's hearing and tactile organs as well as the remaining vision.

+ Children's activities (movement): gross motor skills (walking, standing, sitting, running, jumping...); fine motor skills (holding small objects, following eye movements, dexterity...)

- Language/communication ability: Determine the child's language ability, including: the child's vocabulary, listening comprehension, language expression, use of language in communication (spoken language, written language, sign language, behavioral language...)? Determine whether the child has a language disability? Determine the child's attitude and behavior in communication.

- Cognitive ability: Determine the child's cognitive ability, including the following contents: sensory ability, memory, thinking ability, ability to learn subjects, application of learned knowledge into daily life of the child... Besides, it is also necessary to determine the child's ability to concentrate, distribute attention, attention volume, attention movement, attention stability... during activities such as studying, playing with friends...

- Behavior and personality: Determine the child's behavior and personality in communication and behavior activities, including: enthusiasm, indifference/coldness/worry, hot-tempered, "calm", ability to self-regulate...

- Self-service ability: Determine the child's self-service ability, including: the ability to clean themselves, eat, clean clothes, clean their body, clean the environment,... the child's ability to participate in performing some simple tasks in the family, life skills in the family, school, public places...

- Understanding the child's development environment: Identifying the child's living environment, including: family environment (living conditions, attitudes and treatment of everyone in the family towards the child; family awareness of education and the child's future); Community (attitude and level of interest of social organizations, government, unions, friends, community... towards the child and the child's family).

To get objective results, it is necessary to use many different methods. Especially when collecting information about children, it is necessary to use the method of continuous observation and observing children in the activities they participate in. Only then can we get objective information about children's abilities, needs and interests.

Step 2. Build goals and make a plan for education

Educational objectives are the desired educational outcomes achieved through the organization of educational activities in certain conditions and time. In educating children with disabilities, we have a number of bases for setting objectives, such as: based on time, we will have short-term, medium-term and long-term objectives. Here, the short-term objective can be a week or a month; the medium-term objective is a semester; the long-term objective is a school year or a whole school level. Based on the general education program, we will set educational objectives for knowledge, skills and behavior, and attitudes of children in accordance with the general education program as well as with the current level of development of children.

The level of goal requirements must be determined so as not to overload the child, but must always "anticipate the development" [27 of the child, and must also take into account the existing conditions of the family, school and supporters. Avoid setting goals that are too high, cannot be achieved, leading to discouragement and giving up.

the supporter as well as the child himself. If the goal is too low, it will not encourage the participants and will not create motivation for the child to develop.

Educational goals must be expressed in the form of behavioral goals, so that the children themselves and those around them can observe and evaluate the results of their expected behaviors. At the same time, the goals must also indicate the levels of success of the expected behaviors. In other words, the expected results must be described in detail, as specifically as possible. That is also the basis for us to conduct later evaluation work as well as make adjustments to achieve the best results in education.

Establishing a curriculum for children

This is a very important step, demonstrating the level and skills of the participants in the planning process. The knowledge and skills are presented systematically, in accordance with the child's abilities and developmental needs. Individual planning for visually impaired children also needs to follow the general requirements of a general plan. However, for visually impaired children, individual planning still has its own characteristics.

Some requirements for educational content in the educational plan for children with disabilities

The system of knowledge and skills needs to be built from simple to more difficult/higher levels, from the specific to the abstract scope, and special attention must be paid to the perceptual path (tactile, auditory or visual...) of the child's natural world. For example: For sighted children, we do not need to teach them common spatial concepts, but they can learn by themselves through the "immersion" path, but for visually impaired children, we must teach them those concepts from simple to complex, from the space within reach to the concept of space beyond the control of the child's hand; for hearing impaired children, figurative concepts are extremely difficult; for children with intellectual disabilities, abstract concepts are very difficult...

The more tasks are broken down into steps and carried out step by step/in small parts, the better. The construction is based on a system of steps, depending on each child with different abilities and needs to determine the number of steps, more or less, but it is necessary to follow each step to achieve the desired goal.

Design activities that take place in a variety of environments to increase the amount of knowledge as well as increase the level of proficiency of children's skills.

Using tools and means must strictly follow the rules of the cognitive process. Therefore, this process of use will take place as follows: Real objects  Models  Images  Symbols  Concepts. Using the method of description and explanation as dual means throughout the implementation process.

Develop a transition plan in terms of time, for example between two semesters, two months... or transition in terms of knowledge and skills that consolidate and acquire new knowledge expressed in rich, logical activities that children are interested in participating in.

Determine the time, performer, content and organization of activities

Time for children to acquire knowledge and skills: This is the time to achieve the set goals through organizing activities. Normally, HSKT needs more time to be able to acquire a certain amount of knowledge and therefore children also need to participate in many different activities. This involves allocating the amount of time to carry out an activity content to achieve the determined educational goal, so that it is appropriate, feasible and stimulates interest for both teachers and children.

It is necessary to avoid being impatient or having too high expectations for progress in children. For example, a student with a disability is in integrated grade 2 but we expect him to be able to read fluently or do math as well as his classmates.

Participants: The subject of the educational plan is the student. Therefore, the student must be the first and the one who plays the decisive role in the success. In addition, teachers and family members also contribute greatly to the educational results of the child. Without close coordination between the family and the school, it is difficult to achieve the desired results.

Content, organization of activities and level of participation of HSKT: For a specific activity, what HSKT does, who supports children in participating, what the teacher will do for the general activities of the class and when to support, how to support, for how long must be clearly stated in the planning stage as well as in the implementation process of the plan.

Step 3. Organize the implementation of the KHGDCN

The KHGDCN is a joint product of those who participate in the construction and will participate in the implementation. Therefore, each member of the group must be responsible and have a sense of responsibility during the implementation process. The specific responsibilities of individuals and groups in the implementation are as follows:

- Children with disabilities: Children with disabilities must be proactive, positive and self-conscious during the implementation process. At the same time, children must have a cooperative attitude with group members as well as with people around them.

-School: The school has the responsibility to organize learning activities and collective activities during and outside of school hours to help visually impaired children develop their cognitive abilities, communication skills, social skills and community integration. Specifically, the contents are as follows:

Awareness: It is necessary to develop students' ability to:

- Develop children's senses; develop and practice perceptual abilities by coordinating the remaining senses to learn about the world around them,

- Develop thinking (analysis, synthesis), memory, imagination...

- Understand people, surrounding environment...

- Develop and practice basic pre-school skills...

Communication: It is necessary to form and develop students' abilities to:

- Understand and express language (speaking, writing, simultaneous communication…)

- Proactive and positive in communication

- Teach communication behaviors appropriate to communication contexts.

Social skills: Need to form and develop:

- Relationships between children and friends, family, community...

- Behavior, emotions, feelings...

Integration: Create a friendly environment between disabled children and normal children, teachers and children. Create opportunities for children to participate in all activities inside and outside of school, children are treated equally like all children.

Implement education according to the national education plan

-Consider the implementation of the educational plan for children with disabilities as one of the tasks of the school and the special education support department.

- Create conditions to provide facilities, teaching aids, and adequate support equipment for classes with disabled children.

-Regularly check, monitor, evaluate and make timely decisions to adjust the implementation of the teacher's educational plan. By checking the notebook, testing the child himself to evaluate the child's progress.

- Have measures to encourage and motivate teachers, parents and children to implement the educational plan well.

- Organize seminars to create opportunities for teachers to exchange and share experiences to improve their professional qualifications.

Teachers directly participate in supporting children

-To achieve the educational goals set out in the National Education Plan, teachers need to design and adjust educational activities into each educational and recreational activity. Create opportunities, motivate and encourage children to participate in activities. Through appropriate impact in class, help children improve their awareness and develop communication skills.

-Build friendly relationships between teachers and children, children and children, children and the community. Create a sense of security and respect for children, help them reduce their inferiority complex; normal children sympathize, share, support and help their friends.

- Establish and maintain good relationships with children's families throughout the school year to exchange information, coordinate regularly with parents, directly or indirectly (contact books...), guide parents on how to guide their children to play at home, guide parents on specific skills to be able to educate and test their children at home, communication skills, how to develop language for children...

-Keep a diary of your child's daily progress at school. This information is communicated directly or in writing, either in the form of paper or contact information. Communication with parents should be in easy-to-understand, concise, clear, and transparent language. Communication with parents should try to acknowledge the positive things, not just communicate to the family the child's negative behaviors.

-Regularly monitor goal implementation and propose goal adjustments appropriate to the child's development.

- Actively participate in seminars, visit classes, and observe colleagues to learn and share experiences to improve professional qualifications.

Family:

The family is responsible for nurturing, caring for, and educating children. The family plays an important role in determining the development of children in general and the success of implementing the National Education Plan in particular. Specifically:

- Realize your responsibility for your child's development.

- Nurture and care for children's health, helping them have enough health to participate in playing and other activities.

- Closely and regularly coordinate with teachers to grasp information about children's progress, share experiences in caring for and educating children, and provide information about children's progress at home. From there, teachers and parents can find ways to help and support children better and more effectively.

- Regularly help and support children with their homework.

- Create opportunities, motivate and encourage children to participate in work within their capacity at home.

- Create opportunities for children to interact with friends, neighbors and the neighborhood.

- Create opportunities and help children practice difficult skills due to disabilities...

- Focus on developing children's cognition and communication anytime, anywhere in all activities that take place in daily life.

- Keep a diary to clearly see the child's progress and as a basis for exchanging experiences with teachers, key teachers and interested people.

- Parents always proactively meet teachers, sympathize, share, and encourage them in implementing the curriculum.

Other members of the community, such as: support teachers, medical staff…

Other members need to be proactive and active in implementing the KHGDCN. Everyone works together to raise awareness among the children's families, neighbors, communities and organizations in their area of responsibility about children, the role of rehabilitation and education for children. Regularly visit and encourage families of children with disabilities. Organize regular health check-ups for HSKT. Instruct parents on how to take care of their children's health and rehabilitation...

Step 4: Evaluate the results of implementing the KHGDCN

The evaluation of the results of the implementation of the National Education Plan must of course be based on the established plan, specifically the general goals and expected results in each specific stage. The ultimate goal of the evaluation is to develop a further educational plan for children. Regular evaluation and timely adjustment during the implementation of the plan is an indispensable task to create opportunities for children to develop their potential to the fullest. Thus, the evaluation of the implementation of the National Education Plan aims to answer the following questions:

- Is the child making progress towards the set goals?

- Are the child's results similar to those of his or her peers?

- Does the child show more independence in achieving the set goals?

- Will the teacher continue or not continue to organize the activities planned?

Evaluation method: There are many methods to evaluate the implementation of the National Education Plan. However, evaluation based on the individual education approach is the most appropriate. Because children are not the same, they have different abilities. Each child with disabilities has its own characteristics and has difficulties and advantages in development. Children with disabilities still have a lot of potential to develop if given the opportunity. Educational results depend on the educational methods of the school, teachers, family and community and depend on the children's own abilities. Therefore, in the evaluation process, it is necessary to compare and consider the children's abilities, conditions, community environment, and family around the children to evaluate the results. And based on that, set goals and plans for the next stage.

How to proceed

In order to improve educational outcomes as well as the ability to integrate into society, teachers and supporters need to have a series of educational impacts on children themselves, such as building an educational environment, a communication environment, and an activity space suitable for children with disabilities; training basic skills, such as: communication, cognition, social skills, service skills, physical development... and then guiding children to perform specific tasks and skills of each educational content.

Show more ᛨ