INTRODUCTION
1. Reasons for choosing the topic and overview of the research situation
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According to the Law on Persons with Disabilities 2010, children with disabilities are those with structural defects or abnormal body functions that lead to certain difficulties in individual, collective, and social activities and cannot study according to preschool and general education programs without special support in teaching and learning methods and necessary assistive equipment.
According to the 2009 population census, our country has about 1,329,000 disabled children, of which 12.43 are hearing impaired; 13.73 are visually impaired; 28.36 are intellectually disabled; 12.57 are speech impaired; 19.25 are motor disabled and 13.66 are other disabilities, multiple disabilities. The causes of disability are up to 36.0% congenital, 32.0% due to illness, 26.0% due to consequences of war and 6.0% due to work-related accidents. It is forecasted that in the coming years, the number of disabled people in Vietnam will not decrease due to the impact of environmental pollution, the effects of toxic chemicals left over from war, traffic and work-related accidents, consequences of natural disasters, etc.
In recent years, the State has paid special attention to implementing equity in education, creating conditions for all children, including children with disabilities, to access quality education by promulgating and ratifying a series of legal documents on the rights of children with disabilities such as: Law on Protection, Care and Education of Children; Law on Education, Law on Persons with Disabilities...; signing the International Convention on Persons with Disabilities in 2006 and ratifying it in November 2014. At the same time, there have been many programs and projects to support children with disabilities to integrate into the community through inclusive education so that children with disabilities can study together with children without disabilities and have achieved certain successes.
In addition to the achieved results, the work of caring for and educating people with disabilities still has shortcomings and limitations; the material and spiritual life of people with disabilities still faces many difficulties. There are up to 80.0 people with disabilities in urban areas and 70.0 people in rural areas.
People with disabilities in rural areas depend on their families, relatives and social assistance; 32.5% are poor (twice as high as the general poverty rate at the same time), 24.0% live in temporary housing. These difficulties prevent people with disabilities from accessing health services, education, vocational training, finding jobs, and participating in traffic, leading to difficulties in life and integration into the community. Dissemination of laws and policies related to people with disabilities is also limited.
In order to improve the quality of vocational education, in recent years, many studies by domestic authors on measures and technical solutions have been published. The construction and development of vocational education development support centers and special education support rooms in general schools and kindergartens are considered one of the important solutions to improve the quality of vocational education. This has been institutionalized in Circular No. 59/TT-BGDDT in 2012 on regulations for national standard schools in phase II.
With the institutionalization of regulations on the development of the system of special education support rooms in integrated preschools and general schools, many special education support rooms have been established in preschools and general schools. To carry out the above task, the People's Committee of Quang Ninh province issued Decision No. 2392/QD-UBND, dated August 14, 2015, approving the project to develop a system of special education support rooms in preschools and general schools, and a number of other provinces are also in the process of developing and approving the project. Although the system of special education support rooms has been formed and put into operation, due to many different reasons, such as the awareness of the role of the Room, the organization of the Room's activities have not been specified, especially how to manage the activities of the room to achieve the best results, it is necessary to have basic research and flexible application in practice to suit the conditions of each locality and educational institutions.
For the above reasons, the topic " Management of special education support room activities in preschools in some northern provinces" was chosen as the topic of the thesis.
2. Research objectives of the topic
Based on theoretical and practical research on the operation and management of the Special Education Support Department in preschools with children with disabilities studying in inclusive schools, propose solutions to manage the operation of the Special Education Support Department to improve the quality of education for children with disabilities in preschools.
3. Research object and subject
- Research object: Special education support activities of the Special Education Support Department in inclusive preschools.
- Research object: Management activities of the Special Education Support Department in inclusive preschools.
4. Research tasks and scope
4.1. Research tasks
- Research on theoretical basis of inclusive education, management of inclusive education, management of activities of Special Education Support Department in kindergartens with children with disabilities studying in inclusive education;
- Research on the current situation of inclusive education, management of inclusive education and management of activities of the Special Education Support Department in preschools with disabled students in integrated education in some northern provinces;
- Proposing measures to manage the activities of the Special Education Support Department in preschools with disabled students studying in integrated schools in some northern provinces.
4.2. Scope of research
- In terms of theory: The topic focuses on studying the theoretical basis of ECD and management of ECD in inclusive preschools; theory on management of activities of the Special Education Support Department in inclusive preschools; The topic studies the management subjects at the school level, which are the principals and the Board of Directors of preschools with ECD in inclusive education.
- In terms of practice: The research focuses on preschools with children with learning disabilities, and facilities that have special education support rooms.
- Regarding the research area: For various reasons, especially facilities with special education support rooms, the research focuses on some kindergartens with many students with disabilities studying in inclusive education and some kindergartens with special education support rooms, including 01 unit in Hanoi and 02 units in Thai Nguyen province.
5. Research methods
5.1. Methodology
- Dialectical materialism is thoroughly implemented throughout the thesis. It is the dialectical relationship between the management subject and the management object, between management solutions and management quality;
- Comprehensive approach: Kindergartens in the research area belong to the national education system, therefore, management goals, management contents and management solutions are all based on the general regulations of the national education system as well as complying with the provisions of the Education Law, Education Development Strategy, requirements and contents of the preschool education program, the perspective of early childhood education and implementing fundamental and comprehensive innovation of Vietnamese education.
- Approach to change management: All educational innovation processes in general and preschool education programs in particular must be proactively implemented by schools. This is when leaders and managers need to act to make the change process go smoothly, effectively and without causing negative impacts that affect or disrupt educational and teaching activities.
- Individualized approach: each educational institution has different educational organization conditions, such as human resources, facilities, especially for children. Therefore, management must be very flexible and must be linked to the educational practices of each unit and each locality.
5.2. Research methods
5.2.1. Theoretical research method
- Collect, analyze and synthesize information and research results on issues related to the theory of special education and management of special education and management of activities of the Special Education Support Department in preschools.
5.2.2. Practical research methods
- Investigation method: Using a pre-printed questionnaire system to find out the awareness of educational managers and teachers about the current state of education, the current state of support activities for children with special education needs in kindergartens.
integration; Current status of advantages and difficulties in education and individual support; Current status of the ability of educational management staff and teachers to respond when implementing support activities; Current status of conditions regarding support programs, facilities and other conditions in operating the special education support room.
- Observation method: Observe and record the management, operation and support activities for students with special education needs...
- Discussion and interview method: Based on the research content in the survey, organize discussions and directly interview relevant subjects to correct and supplement information for the survey content.
5.2.3. Expert method
- Consult with experts on the activities of the GDDB support department and solutions for managing the department.
5.2.4. Other complementary methods
Methods of information processing through algorithms, Methods of studying the output “products” of management and support processes, Case study methods.
5.2.5. Group of methods for verifying research results
The author plans to discuss and consult by questionnaire on the necessity and feasibility of measures to manage the activities of the Special Education Support Department in preschools in some northern provinces.
6. Structure of the thesis
In addition to the introduction, conclusion, recommendations, list of references and appendixes, the main content of the thesis includes 3 chapters:
Chapter 1: Theoretical basis and management of special education support room activities in kindergartens
Chapter 2: Current status of special education support rooms and management of special education support room activities in preschools in some northern provinces
Chapter 3: Solutions for managing the activities of special education support rooms in inclusive preschools
The detailed contents of the chapters are presented below.
CHAPTER 1.
THEORETICAL BASIS FOR MANAGING ACTIVITIES OF SPECIAL EDUCATION SUPPORT DEPARTMENTS IN KINDERGARTENS
1.1. Overview of research problem
1.1.1. Research on Education for Children with Disabilities and Preschool Education for Children with Disabilities
Implementing equity in education to meet the needs of all learners is an inevitable trend of most countries in the world to ensure the basic rights of all children as stated in the International Convention on the Rights of the Child, in which Vietnam is the second country in the world and the first country in Asia to sign a commitment to implement since 1991, the United Nations Convention on the Rights of Persons with Disabilities (2006) [11]. Education for children with disabilities is identified by the Ministry of Education and Training as a task of the sector and of the whole society to ensure equality and fairness in education for children with disabilities in particular and children in difficult circumstances in general in the current period.
Children with special education needs are diverse with different physical and psychological characteristics, so there needs to be different appropriate approaches in education. Depending on each child, the approaches also need to be applied flexibly. In recent years, the Vietnamese Government has directed the implementation of many types of schools as well as different educational models and encouraged the development of facilities for the care and education of children with disabilities to ensure that children in special circumstances enjoy the right to protection, care and education.
There have been many research works by domestic authors on the field of TKT education.
The works of M. Sohnon (1963), Conral (1970) examined and evaluated the learning outcomes of two groups of disabled children in integrated schools and disabled children in special schools, firmly affirming that studying in regular schools is clearly much more effective than studying in special schools. Research by Rister (1975), Dale (1978), Reich, Hambletun and Howclin (1977) and a series of other research works by Lenssona, Kacherme, Truyby showed that: Going to school at the right time
At their age, if they are fully prepared in health, knowledge and basic skills, children with disabilities have the opportunity to develop and learn like all other children.
Educational researchers believe that the factors that determine the success of inclusive education are: the role of the teacher, content and methods appropriate to the child's abilities, and a suitable educational environment.
Research by Hexander and Strain (1978), Dockington and Lucas (1951), Laxhan (1982) and many other researchers has shown that: Teachers' understanding, enthusiasm, encouragement or indifference are factors that affect children with disabilities. It has the effect of making it easier for children to perform activities in school, but can also create inhibition and restraint in this environment. This is the basis for educational policy makers to issue appropriate documents and policies for the care and education of children with disabilities. Teachers must be trained and fostered with the necessary knowledge and skills to not only teach but also be able to advise families in the care and education of children.
The authors Connop D, J. McCaip, G. White also pointed out the difficulties of preschool children with visual impairments in daily activities and life and set out requirements for the care and education of preschool children with disabilities: Intervention experts must understand the causes of disabilities and clearly understand the effects of different levels of disabilities on children's development. They must create conditions for children to both study and get acquainted with the real environment. Effective intervention must include counseling, support and providing management techniques for families. The above authors also affirmed: Early intervention is the foundation of the educational support system for children with disabilities. The tasks of early intervention are emphasized by the authors:
- Support children with disabilities to develop physically, intellectually, emotionally and socially through specialized activities conducted by qualified professionals.
- Create conditions to support children with developmental problems related to parental behavior, creating a comfortable emotional relationship with the child.
- Coordinate with biological parents to support children.
- Advice and help young parents.
In Vietnam, up to now, there have been many published research works on direct support interventions for preschool children with disabilities, as well as
such as works on technical solutions, specific skill instructions, support skills and early intervention for TKD, such as: authors Pham Minh Muc, Nguyen Duc Minh, Le Van Tac, Vuong Hong Tam, Hoang Thi Nho, Nguyen Xuan Hai... The results of the above works are extremely important documents for educational institutions to apply in practice and have made great contributions to improving the quality of education for TKD in general, and preschool TKD in particular.
1.1.2. Research on Support Department and Operation Management of Special Education Support Department in Preschools
The issue of research, development and management of the activities of the Special Education Support Department in preschools and integrated general schools has only received much attention in recent years, so there have not been many published studies on the activities of the department and the management of the activities of the Special Education Support Department, but have only focused on issues of managing the education of children with disabilities in general and managing inclusive education in particular.
Regarding this issue, we can mention the author Le Van Tac and colleagues, Ministry-level Project B2006-37-22[34: "Building a model of a Center to support the development of inclusive education": The author proposed a Center model based on 5 principles: ensuring legality, helping local authorities do better in caring for and educating children with disabilities, meeting local practical needs, creating conditions for people with disabilities to maximize their abilities and potential, ensuring sustainability, development and creativity.
Authors Pham Minh Muc, Le Van Tac and many other authors in the document "Management of Inclusive Education" [26 (2010) provided basic theories on management of inclusive education, management models for all levels of education with disabled students, measures to mobilize community forces and build an inclusive environment to ensure the quality of inclusive education.
Pham Minh Muc [24 (2005), Education Magazine, Principal's management work in inclusive primary schools: The author also mentioned the tasks and functions of the principal in the management work of schools with integrated students with disabilities.
Author Pham Minh Muc in the studies "Building a policy on vocational education for children in difficult circumstances" and "Building an action plan to implement