Khó khăn và chiến lược của giáo viên khi tổ chức hoạt động ngôn ngữ cho trẻ rối loạn giao tiếp trong lớp mầm non hòa nhập

Tóm tắt

In the context of the ongoing expansion of inclusive education, the number of children with autism spectrum disorder (ASD), speech delay, pragmatic language disorder, and other communication disorders enrolled in early childhood settings has been increasing. This article examines the experiences and adaptive strategies of Vietnamese preschool teachers when organizing language activities for children with communication disorders in inclusive classrooms. Using a qualitative multi-case study design, data were collected through semi-structured interviews and classroom observations in both public and private preschools. Findings reveal that teachers perceive communication disorders as intertwined linguistic, social, and behavioral challenges, and they rely largely on experiential knowledge. They apply flexible strategies such as simplifying language input, using visual supports, promoting play-based interaction, and engaging peers as facilitators. However, they face persistent constraints, including large class sizes, limited resources, and insufficient family collaboration. The study highlights the need for specialized training, practiceoriented materials, and structured school-based support systems to strengthen inclusive language practices.