Can thiệp liên ngành cho trẻ rối loạn phổ tự kỉ: Tổng quan tích hợp về sự phối hợp giữa phục hồi chức năng và giáo dục đặc biệt
Tóm tắt
Children with autism spectrum disorder often require concurrent support in communication, sensory-motor functioning, adaptive behavior, learning, and participation. This study employed an integrative literature review to examine coordination among occupational therapy, speech-language therapy, physical therapy, and special education. English- and Vietnamese-language literature was identified through targeted searches and synthesized across three levels: the child, family, and service system. The value of interdisciplinary intervention lies in integrating assessment, functional goals, shared data, and professional responsibilities. Rehabilitation and special education have distinct but complementary roles in supporting functioning and enabling children to use, maintain, and generalize their abilities in learning and daily life. The literature indicates benefits in coordination, access, continuity of services, and family involvement, although direct evidence on children’s developmental and functional outcomes remains limited. In Vietnam, greater emphasis is needed on case coordination, shared functional goals, clearly defined professional responsibilities, and data sharing among rehabilitation services, schools, and families.
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