Thiết kế hoạt động tích hợp phát triển kỹ năng phối hợp nhóm cho trẻ rối loạn phổ tự kỷ học hòa nhập trong trường mầm non

Tóm tắt

In the context of promoting inclusive education in Vietnam, the integration of special education content into the early childhood education curriculum is not only a policy-driven requirement but also a sustainable and humanistic pedagogical approach. This study focuses on designing pedagogical activities aimed at developing group collaboration skills - one of the core social competencies often limited in children with Autism Spectrum Disorder (ASD) when participating in inclusive classroom environments. Based on an analysis of the developmental characteristics of preschool-aged children with ASD and a synthesis of international experiences in integrated teaching, the author proposes a set of integrated activity design strategies grounded in three principles: alignment with individual developmental levels, promotion of natural social interaction, and flexible embedding in daily learning contexts. The findings of this study clarify both theoretical and practical foundations for integrating special education into early childhood settings and provide practical tools to help teachers organize effective educational activities, thereby contributing to the enhancement of early intervention quality in inclusive education.