Quản lí hoạt động can thiệp giáo dục sớm cho trẻ khuyết tật ở trung tâm giáo dục đặc biệt ngoài công lập: nghiên cứu thực trạng ở một số tỉnh/thành tại Việt Nam

Tóm tắt

Currently, special education and early intervention for children with disabilities are receiving increasing attention and have become an important component of education policy. This article analyzes the current state of early childhood education intervention for children with disabilities at private special education centers using a participatory approach. The study was conducted at 18 centers in 5 provinces representing different regions of the country, employing a combination of questionnaire surveys, in-depth interviews, and observation. The results show that the centers have established relatively complete procedures for diagnosis, planning, and intervention implementation; however, parental involvement is limited, the level of personalization in plans is not high, coordination between families and centers is inconsistent, and post-intervention monitoring is not standardized. Based on this, the article proposes specific solutions to enhance stakeholder participation, improve family-school coordination, and refine post-intervention evaluation mechanisms, contributing to increased effectiveness and sustainability of early childhood education interventions in private institutions in Vietnam.