Organizing, Directing the Implementation of the Program, Activities of the Support Department, Direct Intervention to Support Children and Other Consulting Activities

Building goals and action plans for the Special Education Support Department helps to manage the education of children with disabilities in the right direction, contributing to the implementation of the common goal of the integrated preschool. Building goals and action plans for the Special Education Support Department is to make the process of education for children with disabilities operate synchronously and effectively to improve the quality of education for children with disabilities (in particular) and improve the quality of preschool education (in general). This process includes:

- Regarding awareness: Help educational forces have the right awareness of the importance of education for children with disabilities to realize the rights of children with disabilities.

- Regarding attitude and emotions: Help people have the right attitude and adjust their behavior, know how to show a friendly attitude, without discrimination, treatment or prejudice against TKT;

- Regarding behavior: Guide people to actively participate in activities to care for and support children with disabilities.

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Building goals, plans for vocational education and activities of the vocational education support department includes:

- Develop general goals and plans for early childhood education in preschools;

- Develop specific goals and action plans for the GDDB support department;

- Develop a vocational education plan for each child with disabilities.

- Develop a direct intervention plan for children with disabilities as a general educational activity of the school;

1.4.2. Organize and direct the implementation of the Program, activities of the Support Department, direct intervention to support children and other consulting activities.

1.4.2.1. Organize and direct the implementation of the Program and activities of the Support Department.

Organizing and directing the implementation of programs and activities of the department is to identify, develop and manage all types of plans and programs for intervention and direct support for children with disabilities and analyze the relationship between the system of intervention activities and direct support for children with disabilities and the general educational activities of preschools, thereby determining the system of tasks that need to be performed in educational activities at school.

The requirement of organizing and directing the implementation of the GDHN program and the activities of the GDDB TKT support room is that managers need to choose the forms of organization,

Interventions must ensure the purpose, scientific nature, practicality and specific suitability for each child. Interventions and specific skills must be selected to suit the age psychology and development characteristics of each disabled child. Organizing and directing the implementation of the GDHN program and the activities of the GDDB support room include:

- Organize and direct the implementation of vocational education programs and specific skills support programs for each disabled person;

- Organize and direct the implementation of professional consulting for teachers, parents and interested people;

- Organize and direct the implementation of consulting and assessment activities for children with disabilities;

- Managing relationships with social forces and families of disabled children in TKT education;

To effectively organize and direct the implementation of the GDHN program and the activities of the GDDB support room, managers need to master the content and program of GDHN for children with disabilities; disseminate and organize for teachers, employees and related subjects to participate in research and exchange of content and intervention programs to support children with disabilities; organize guidance and direct the development of plans for each specific content and activity; direct the implementation of content and programs, check and evaluate the implementation of GDHN content and programs and the activities of the support room.

1.4.2.2. Organize and direct the implementation of direct support interventions for children and other consulting activities

Organizing and directing the implementation of interventions and consulting activities is to analyze the nature of organizational forms in relation to the goals and content of vocational education and the activities of the special education support department, thereby determining effective forms of organizational intervention to achieve educational goals, including:

- Organize and direct the implementation of activities to assess the abilities and needs of children with disabilities;

- Organize and direct the development and implementation of individual education plans for children with disabilities;

- Organize and direct the implementation of personal support activities for TKT;

- Organize and direct support activities during regular hours in the integration class.

To effectively implement this content, first of all, managers need to thoroughly educate educators to research and apply extremely flexible forms of intervention; choose the appropriate time and moment to carry out assessment activities, develop individual education plans, and individual lessons for children. Managers need to encourage social forces to participate in educational work as well as provide material and spiritual support to teachers and students. In addition, it is necessary to provide teachers, staff and parents with documents and manuals on early childhood education so that they can perform their tasks well. More importantly, managers need to organize, direct and guide, and train teachers and parents to know how to apply active educational methods to educate students to flexibly apply many effective forms of intervention in their educational work; encourage educators to promote positivity and creativity in implementing intervention activities.

1.4.2.3. Professional management and human resource development of the Department of Special Education Support

Improving the professional and pedagogical skills of teachers is always the top priority of the education and training sector. Therefore, most kindergartens and primary schools have met the standards of professional competence. However, management at all levels from local to ministerial level always pay attention and organize regular training to help teachers update their knowledge and teaching methods in accordance with the development context of the sector and the requirements of society.

For the field of education for children with disabilities, professional development is currently the top priority. In reality, most of our teachers have not been trained in the field of education for children with disabilities, so organizing professional development for teachers must be prioritized and planned appropriately in the current conditions to meet the immediate needs of learners.

The selection and use of teachers and staff of the Support Department is also one of the key tasks of management. For the Support Department to operate effectively, it is necessary to select dedicated staff with expertise in special education; at the same time, assign specific responsibilities that are appropriate to their qualifications and experience.

Selection, assignment of tasks and creation of conditions for the Department's staff to develop their expertise and support intervention skills will play a decisive role.

determine the results of the Department's tasks.

To avoid waste, school management needs to base on immediate needs and long-term trends to have appropriate human resource development and professional development plans.

1.4.3. Check, evaluate and monitor GDHN activities and activities and performance results of GDDB support department

In any educational activity, when organizing the activity, the Principal must organize an inspection to evaluate the quality and results of education, thereby drawing experience and adjusting the organization of activities to achieve higher quality and efficiency.

Evaluating educational activities for children with disabilities in general, and direct intervention and support for children with disabilities in the special education support room in particular, will contribute to assessing the quality of education at the school. For teachers, the evaluation results reflect professional development to meet the increasingly diverse learning needs of children, helping them to practice their capacity and professional skills in educating children with disabilities to successfully complete their assigned tasks. For managers, evaluating the progress of children with disabilities aims to make new decisions in adjusting educational goals to maximize latent capacities; while limiting secondary disabilities and negative impacts caused by disabilities.

In order for the assessment to achieve its objectives, it is necessary to adhere to the assessment content, assessment levels, use appropriate assessment forms and follow a scientific assessment process.

To carry out the work of inspecting, evaluating and monitoring the activities of GDHN and the activities of the GDDB support department, the leader needs to develop a specific plan from the beginning of the year according to each stage and specific program. At the same time, develop specific evaluation criteria for the inspection contents.

Organize the assessment and evaluation in a strict and objective manner to ensure the assessment and evaluation objectives are most accurate, thereby making adjustments in activities to achieve the objectives of the proposed program. Assessment and evaluation is a unified, accurate process that needs to be public and democratic. In addition, assessment and evaluation must also ensure criteria such as ensuring comprehensiveness, ensuring reliability, ensuring feasibility, ensuring individualization requirements and ensuring high efficiency.

Assessment is used to influence behavior, enhance morale and responsibility; thereby encouraging the creativity of teachers and participants to achieve the set goals. In order for assessment to achieve the set goals, it is necessary to closely follow the assessment content, assessment level, appropriate assessment forms and follow a scientific and rigorous assessment process.

The activities of GDHN and direct support for children with disabilities are diverse and rich, there is no common standard for each skill and especially the progress of children can be very slow, even in some children there is no change (However, for these children, if there are no support activities, the severity of the disability and difficulties will become more and more serious). Therefore, to check the educational activities of the Department, it is necessary to base on the purpose and requirements of each activity to build assessment standards for that activity, as a basis for checking, evaluating, and drawing experience. Once the assessment criteria have been built, it is necessary to disseminate them to all teachers and participants to strive according to the criteria and to self-evaluate. Check to adjust the next activity, so it is necessary to focus on the assessment and drawing experience after each activity.

1.5. Factors affecting the management of GDDB support department activities

1.5.1. Policy factors and policy mechanisms

Policies of management levels include: National policies, Policies of ministries and ministerial-level agencies (especially the two agencies of the Ministry of Education and Training, the Ministry of Labor, War Invalids and Social Affairs), Policies of localities at all levels...

In terms of general guidelines, all levels of state management support the development of vocational education, which is a solid legal basis for preschools to implement vocational education; preschool principals need to base on current policies of state management agencies to organize and direct school activities appropriately. Policies that have a strong influence on the management of activities of the school's Education Support Department include: financial and salary policies; human resources policies; policies to support the development of facilities... These are policies that, when changed, can directly and quickly impact the principal's management decisions. Principals and managers need to have special

pay attention to consider and evaluate their impact, and apply them appropriately in school management.

Educational institution policies: Based on the policies of state management agencies, schools develop their own policies suitable for the unit to effectively manage the development of gifted education and the operation of the Special Education Support Department.

The principal needs to have a deep understanding of the goals, strategies, and development directions of vocational education at the grassroots level, and based on that, direct the development of appropriate policies. When developing policies at the grassroots level, it is necessary to pay attention to: First, the policy must be consistent with the goals of state and local management levels; Second, the policy must be based on the actual conditions of the school.

Policies that principals may be interested in:

Policy on salary, bonus, allowance for teachers participating in activities of the Department of Special Education Support and teachers in classes with children with disabilities. It is necessary to clearly define where this funding will come from (from the state budget or from other sources); Specify specific allowance levels based on, high enough to encourage teachers to work with peace of mind and dedication.

Policy on infrastructure development: For the Department of Special Education Support to operate well, it is necessary to invest a lot in infrastructure and learning equipment. How much of this investment budget accounts for the total budget for the school's infrastructure also needs to be built on a roadmap suitable for the goals in each specific stage.

Human resource policy: including recruitment, employment and training-development policies. The principal can issue specific policies on recruitment and employment with high remuneration for those who have been formally trained in special education; Regarding teacher training-development: Open training courses for teachers, create conditions in terms of time and financial support for teachers to participate in formal training courses on special education...

Policy on socialization of vocational education work: under permitted conditions, the principal can decide to build financial resources to serve the activities of the Special Education Support Department using contributions and sponsorships from parents and society.

The policies that the school sets out represent the clearest management direction, and they must be followed to ensure consistency in management, in order to achieve the set goals.

1.5.2. Human resource factors

Human resources have a decisive influence on the activities of the Special Education Support Department in preschools. The quantity and quality of the staff and teachers working in the support department and teachers teaching integrated classes are factors that directly affect the quality of Special Education, the performance of the support department, and the decisions of the managers.

It is necessary to assess the impact of human resources on the quality of vocational education, through which the Principal can decide on appropriate goals and plans. In addition, through the assessment results, the Principal will develop a plan for recruiting, using, training and developing human resources.

1.5.3. Factors related to facilities and suitable educational environment for children with disabilities

1.5.3.1. Managing the appropriate psychological environment

Implementing education for children with disabilities is not only a matter of schools and families, but must be a close combination between schools, families and society. Each educational force has its own strengths, so the coordination between families, schools and society to educate children with disabilities is to socialize education, creating an environment for education to develop.

The coordination of forces inside and outside the school to build a learning environment for children with disabilities is an activity with clear social significance. It improves the effectiveness of learning for children with disabilities because each educational force has its own strengths, thereby helping to create the most complete environment for students in learning for children with disabilities.

Managing the construction of a suitable environment for education and training for children with disabilities requires attention to the element of quickly grasping rich daily information, considering it a must-do for the whole society, educational forces need to be aware and responsible in contributing to the education of children with disabilities, especially the approach according to the United Nations Convention on the Rights of the Child. To do this, the school's Board of Directors needs to manage and build a direction according to a specific and unified plan.

Both in terms of content and organization methods, coordinate flexibly to maximize the potential of educational forces to build the most effective educational environment for children with disabilities.

1.5.3.2. Management of physical facilities and conditions

In TKD education, facilities and teaching equipment play an important role. With the characteristics of children with special education needs, the diversity of types of disabilities as well as the level of disability requires specific support equipment.

For example:

- To support visually impaired children, we need tools to teach Braille and toys that are suitable for their abilities and needs.

- To support TKD movement, it is necessary to have motor rehabilitation equipment and additional special equipment for class time.

- Children with language disabilities need additional support in social communication. They need machines, equipment, toys, documents, and books to increase the liveliness of the lesson, so that the hours of support help children achieve good results.

If the Special Education Support Department lacks these facilities, it cannot achieve good results in supporting the different educational needs of children with disabilities.

GDHN for TKD takes place in specific economic and social conditions and is affected by many objective and subjective factors. Therefore, to achieve high efficiency in management, managers need to analyze and evaluate the impact of objective and subjective conditions on the quality of GDHN. Managing the conditions for GDHN for TKD includes:

- Management of facilities, educational equipment, teaching aids: statistics on the quantity and quality of facilities, effective distribution and use of existing school conditions, guidance for managers, teachers, employees and students to effectively use support rooms and other suitable spaces; educational equipment and supplies, school facilities. In the current conditions of Vietnam, facilities and equipment for children's education are mostly non-existent, so one of the key management tasks is to use models, real objects and encourage teachers to collect and make their own teaching equipment.

- Manage the provision of GDHN documents: collect and provide to the

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