Thực trạng giáo dục hướng nghiệp cho học sinh rối loạn phổ tự kỉ thông qua hoạt động trải nghiệm tại cơ sở giáo dục chuyên biệt

Tóm tắt

This study employed a mixed-methods approach, combining a five-point Likert-scale questionnaire, in-depth interviews, and classroom observations to examine the current status of career education for students with Autism Spectrum Disorder (ASD) through experiential learning in special education schools. The participants included 44 school teachers from 15 special education schools in Hanoi and Hai Phong, Vietnam. The findings revealed that career education for students with ASD is implemented through a variety of instructional methods and organizational forms. Among these, visual instruction, modeling, and hands-on experiential learning were perceived as the most effective approaches. However, the study also reflects teachers’ perceptions regarding the importance, content, teaching methods, organizational forms, and factors influencing career education through experiential activities. In addition, it identifies several challenges in implementation, including students’ characteristics, limited opportunities for authentic vocational experiences, and insufficient collaboration among schools, families, and the community. The findings contribute to clarifying the current status of career education through experiential activities for students with ASD in specialized educational settings and provide empirical evidence for future research in this field.