Rèn luyện ghi nhớ cho trẻ khuyết tật trí tuệ 5-6 tuổi trong sinh hoạt gia đình: Thực trạng hỗ trợ và khung phối hợp theo mục tiêu hằng tuần

Tóm tắt

Memory training in family routines is relevant to the ability of children with intellectual disabilities to perform everyday activities. This study examines current family support for memory training among 5-6-year-old children with intellectual disabilities and proposes a weekly goal-based partnership process between teachers and families. A cross-sectional descriptive survey was conducted with 40 parents/caregivers of children attending three specialized education settings in Quang Ninh Province, Vietnam. The survey focused on the level of assistance children required to perform memory-related tasks, family support practices, caregiver difficulties, and needs for teacher-family partnership. Children were reported to require less assistance for tasks involving pictures, real objects, or familiar materials, whereas tasks involving object functions, classification, and simple associations required more assistance. Although families frequently supported their children, they reported difficulties in selecting appropriate games, gradually fading assistance, and organizing home activities based on teacher guidance. Based on the survey findings, a five-step weekly partnership process is proposed to provide a more concrete approach for teachers and families to jointly support memory training through children’s everyday routines.