Hệ thống hỗ trợ đa tầng trong giáo dục trẻ có nhu cầu đặc biệt tại cơ sở giáo dục mầm non: Cơ sở lí luận và đề xuất khung vận dụng ở Việt Nam

Tóm tắt

Inclusive early childhood education requires a coherent support system capable of responding to the diverse developmental and educational needs of young children. However, support for children with special educational needs is often fragmented, diagnosis-dependent, or provided only after difficulties have become persistent. This theoretical study clarifies the foundations of the Multi-Tiered System of Supports in early childhood special education and proposes an implementation framework for Vietnamese preschool settings. An integrative document analysis was conducted on a final corpus of 20 sources, comprising 13 scientific journal articles, four professional documents, and three Vietnamese policy documents. The analysis focused on core components, tier characteristics, assessment and progress monitoring, family engagement, interdisciplinary collaboration, and implementation conditions. The findings indicate that an early childhood multi-tiered system of supports should combine high-quality universal provision, targeted support, individualized intensive support, authentic assessment, progress monitoring, and data-based decision making. The proposed framework emphasizes that tiers represent support intensity rather than categories of children; a child may receive different levels of support across developmental domains and over time. The framework also specifies a six-step operational cycle and context-sensitive adjustments concerning streamlined data, role allocation, and family collaboration. The study provides a theoretical reference for developing inclusive preschool support procedures and for future feasibility research in Vietnam.