Thực trạng giáo dục hòa nhập trẻ khuyết tật ở các trường mầm non công lập tại Quận 1, Thành phố Hồ Chí Minh

Tóm tắt

Inclusive education for children with disabilities is one of the key directions in current educational policies, particularly in early childhood education - a critical stage for holistic development. This study aims to assess the implementation of inclusive education activities at public preschools in District 1, Ho Chi Minh City, using a questionnaire survey conducted with 125 administrators, teachers, and specialized teams. The data were analyzed using SPSS with a 5-point Likert scale. The results show that factors such as awareness, objectives, content, methods, organization, evaluation, and support conditions for inclusive education all achieved a satisfactory level.
Notably, the qualities of teachers and cooperation with the community were highly rated while specialized infrastructure and the ability to personalize assessments were limited. The study is significant in providing practical foundations for training, investment, and policy planning for inclusive education at the preschool level, contributing to meeting the diverse needs of all children, especially children with disabilities, in the context of current educational reform.