Nhu cầu cảm xúc – xã hội của trẻ rối loạn phát triển trong môi trường giáo dục hòa nhập: Thực trạng và định hướng hỗ trợ

Tóm tắt

Inclusive education must not only ensure access to learning but also address the socio-emotional needs of children with developmental disorders, thereby enhancing their participation and adaptability. This study employed a cross-sectional, mixed-methods design involving 37 children with developmental disorders in inclusive settings to examine two categories of manifestations - oppositional defiant/conduct disorders (referred to as the “aggressive” group) and anxiety/depression (negative emotions) - as well as the relationship between them and the contexts in which teachers observed these behaviors. The results indicate a positive correlation between aggressive behaviors and negative emotions; these behaviors frequently occurred when children faced task demands, sensory overload, unpredictable environments, or difficulties in communication and peer interaction. The findings underscore that addressing socio-emotional needs requires focusing on the interaction between the child’s characteristics and the environment, rather than merely attempting to control behavior. The paper proposes a comprehensive support approach - encompassing socio-emotional skill development, environmental adjustments, positive relationship building, and behavioral support - to meet the socio-emotional needs of children with developmental disorders and enhance their adaptability, interaction, and participation in educational activities. The study primarily explores the general socio-emotional needs of children with developmental disorders to inform support strategies, without focusing on analyzing differences between specific subgroups of children with disabilities.