Thực trạng hoạt động trải nghiệm cho học sinh khuyết tật trí tuệ cấp tiểu học ở các trường chuyên biệt tại Thành phố Hồ Chí Minh

Tóm tắt

Experiential activities for students with intellectual disabilities at primary level are currently an issue that requires special schools to pay close attention to. This is a process in which students have the opportunity to practise, express, and perceive the world in their own way, helping them to explore and understand the characteristics of the surrounding environment, while recognizing their abilities, interests, and personal concerns. Through experiential activities, students not only develop the ability to work independently and gain confidence, but also become more aware of their own values and the world around them, contributing to improving their quality of life and ability to integrate into society. This article studies the current status of experiential activities for students with intellectual disabilities at special schools in Ho Chi Minh City, through a survey of 152 subjects who are managers and teachers. The research results have provided a comprehensive view of the necessity of experiential activities, the current status of content implementation as well as their important role in developing skills and qualities for students with intellectual disabilities. These results contribute to clarifying the meaning of experiential activities in special education and provide a scientific basis for further research in this field.