Tổng quan nghiên cứu về phát triển kĩ năng giao tiếp cho trẻ khiếm thính ở trường mầm non hòa nhập theo tiếp cận thiết kế phổ quát cho việc học (UDL)

Tóm tắt

In inclusive early childhood education, ensuring opportunities for communication and equal participation for hearing-impaired children is a crucial requirement when organizing the learning environment. This study conducted a systematic review to synthesize and analyze scientific evidence on the development of communication skills among children with hearing loss in inclusive preschool settings through the Universal Design for Learning (UDL) approach. The review followed the PRISMA 2020 guidelines and drew on national and international scientific databases. Data were analyzed using narrative synthesis and content analysis. The findings indicate that communication skills among preschool children with hearing loss comprise multiple components, including the ability to receive information, express information, and use communication appropriately and functionally in interactions. Although advances in hearing technologies and early intervention have contributed to improvements in auditory and spoken language abilities, children may continue to experience difficulties with functional communication and social interaction. The UDL approach, which emphasizes multimodal communication environments and multiple means of representation, engagement, and action and expression, represents a promising direction for supporting the development of communication skills among children with hearing loss in inclusive preschool education.