Một số rào cản trong hình thành và phát triển kĩ năng đọc hiểu của học sinh khuyết tật trí tuệ học hòa nhập cấp tiểu học

Tóm tắt

Children with intellectual disabilities account for the highest percentage of all types of disabilities in Vietnam, and the percentage of children with intellectual disabilities attending inclusive school in primary schools also accounts for the largest number. Students with intellectual disabilities who have normal physical development and can actively participate in inclusive activities. However, the most difficulties children face are related to performing learning tasks. They often have difficulties in many subjects, especially Vietnamese and Math. The article explores the reading comprehension skill characteristics of students with intellectual disabilities in inclusive primary schools.  Students with intellectual disabilities deal with difficulties in word decoding, vocabulary, understanding, and inferring languages. Understanding the barriers to the formation and development of reading comprehension skill of students with intellectual disabilities also helps educators find ways to support their reading comprehension skills in a timely and effective manner.