Hợp tác chuyên môn giữa giáo viên lớp và giáo viên hỗ trợ trong giáo dục hòa nhập trẻ rối loạn phát triển thần kinh: Tổng quan nghiên cứu và khuyến nghị
Tóm tắt
Inclusive education for children with neurodevelopmental disorders necessitates enhanced professional collaboration between classroom teachers and support teachers to meet the students’ diverse learning and participation needs. This study employs a literature review method, analyzing scholarly works in English and Vietnamese published between 1996 and 2026 to clarify the roles, requirements, collaborative content, models, facilitating factors, and challenges associated with professional collaboration, while also identifying research gaps within the Vietnamese context. The findings indicate that professional collaboration is grounded in coordination and shared responsibility between the two groups of educators. Six key areas of collaboration were identified: identifying needs and goals; developing educational plans; preparing learning materials and the environment; organizing and supporting activities; monitoring and assessment; and communicating with families and relevant stakeholders. Consequently, there is a need to further develop and validate professional collaboration models tailored to Vietnam’s educational context, thereby contributing to improving the quality of inclusive education for children with neurodevelopmental disorders.
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