Kết hợp Phân loại quốc tế về chức năng, khuyết tật và sức khỏe (ICF) và thiết kế học tập toàn diện (UDL) trong tổ chức hoạt động giáo dục âm nhạc hỗ trợ chức năng điều hành cho trẻ ADHD 5-6 tuổi ở lớp mẫu giáo hòa nhập
Tóm tắt
Children with Attention Deficit Hyperactivity Disorder (ADHD) often face challenges with executive functions, which affect their ability to perform activities and participate in inclusive kindergarten classrooms. Music education activities - characterized by rhythm, movement, and interaction - offer opportunities for children to practice inhibitory control, working memory, and cognitive flexibility. This study employs a directed narrative review combined with a conceptual synthesis to analyze the theoretical basis and existing evidence, while proposing an approach that integrates the International Classification of Functioning, Disability and Health (ICF) and Universal Design for Learning (UDL) into music education activities for children with ADHD aged 5-6. The findings indicate that music activities have the potential to support the practice of certain executive functions, although direct evidence regarding preschool-aged children with ADHD remains limited. Based on these findings, a five-step process for organizing music education activities using the ICF-UDL framework is proposed, ranging from developing functional and participation profiles to monitoring, adjusting, and evaluating skill application across various contexts. The study provides a theoretical foundation for integrating functional assessment with the design of music education activities in inclusive classrooms.
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