Ứng dụng sơ đồ tư duy vào dạy học văn miêu tả trong lớp hòa nhập có học sinh khuyết tật học tập cấp tiểu học: một nghiên cứu trường hợp

Tóm tắt

Mind maps are a useful tool in the teaching process, helping students organize information and understand the relationships between concepts and ideas through the use of images, colors, symbols, words and links following a simple and easy-to-understand rule. Based on exploiting students' strengths in visual thinking and language, mind maps can be used in teaching in general and teaching students with learning disabilities in particular. This article presents the theoretical basis and current situation of using mind maps in inclusive teaching with students with learning disabilities to improve writing skills for grade 4 students. The research results show that there was a significant improvement in writing performance of the students. In particular, the writing of the students with intellectual disabilities was properly structured and supported with meaningful and varied details, coherent with much rarer errors in spelling, word choice, and sentence structure. The mind map technique is considered an active teaching one to improve efficiency and quality of inclusive teaching activities for students with learning disabilities.