Kĩ năng sống của học sinh khuyết tật trí tuệ học tiểu học hòa nhập: nghiên cứu thực trạng tại tỉnh Bắc Ninh

Tóm tắt

Within the expanding context of inclusive education in Vietnam, accurately assessing life skills among primary students with intellectual disabilities (ID) is essential for ensuring their effective adaptation to school and broader social environments. This study presents findings from a survey on the current state of life skills among primary students with intellectual disabilities enrolled in inclusive education in Bac Ninh province. A customized evaluation tool comprising 50 behavioral indicators - categorized into three skill domains: self-care, social, and communication - was used to assess both performance levels and behavioral frequency. The results show that self-care skills are relatively well-developed; social skills are moderate and inconsistent; and communication skills are the weakest, both in terms of competence and frequency. By analyzing contributing factors from individual, family, and societal perspectives, the study underscores the urgent need for a tailored life skills education program integrated into inclusive education to foster the comprehensive and sustainable development of students with intellectual disabilities.