Phối hợp giữa giáo viên mầm non và giáo viên giáo dục đặc biệt trong giáo dục hòa nhập tại Thành phố Hồ Chí Minh: Thực trạng từ góc nhìn giáo viên và cán bộ quản lí

Tóm tắt

Collaboration between educators is regarded as vital to the successful implementation of inclusive education  in schools. This study investigates the current state of collaboration between preschool teachers and special education teachers in educating children with disabilities at inclusive preschools in Ho Chi Minh City. Drawing on a survey of 106 teachers and in-depth interviews with 4 school managers and 5 teachers, the findings show that teachers and managers evaluated collaboration positively in terms of its content, methods, and effectiveness. The most common form of collaboration was direct communication between the two groups of teachers during daily activities related to individual children with disabilities  in order to respond promptly to their support needs. However, collaboration still faced several barriers, particularly for special education teachers due to heavy workloads and the large number of children with disabilities under their responsibility. The findings affirm the important role of multidisciplinary collaboration in enhancing the quality of inclusive education. Consequently, the study proposes the development of the special educator workforce and the strengthening of professional collaboration mechanisms in inclusive preschool settings.