Yếu tố ảnh hưởng đến quá trình giáo dục kĩ năng chơi biểu tượng cho trẻ rối loạn phổ tự kỉ 3-4 tuổi trong trường mầm non hòa nhập tại Thành phố Hồ Chí Minh
Tóm tắt
Teaching symbolic play skills to children with autism spectrum disorder (ASD) aged 3–4 in inclusive preschool settings holds significant theoretical and practical importance. This study analyzed factors associated with the education of symbolic play skills for 3- to 4-year-old children with autism spectrum disorder in inclusive preschools. A total of 625 participants (568 teachers and 57 parents) from 48 inclusive preschool institutions in Ho Chi Minh City were surveyed using questionnaires and in-depth interviews; data were analyzed with descriptive statistics, Welch’s t-test, and multiple linear regression. The factors were rated from “Moderate influence” to “High influence,” with teacher support during symbolic play, family-school collaboration, and policies supporting inclusive education receiving the highest ratings. Teachers rated all factors higher than parents (p < .001). Both facilitating and challenging conditions were significantly associated with overall ratings, with challenges showing a slightly stronger association. The findings underscore the need for coordinated support among teachers, families, schools, policy, and the broader social environment.
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