Abstract
The models of classes for children with autism spectrum disorders have been developed in Vietnam for almost 20 years with a recent rapid growth in quantity. However, there has yet been a lack of specific orientations and regulations on the basic factors of classes suitable for children with autism spectrum disorders; therefore, those classes have been directed rather freely with numerous issues to discuss. In this research, we have surveyed 71 individuals including teachers and personnel making direct interventions for children with autism spectrum disorders. The survey tools included 52 items in respect of the four main factors: classroom material environment, organization of daily intervention activities, instructions for children's task accomplishment, and in-class communications. The basic factors of classes for children with ASD in Vietnam have been initially established. Apart from the factor of communications with fair progress made, other factors including material environment, organization of daily activities and instructions for task accomplishments are still undergoing multiple restraints. Based on the survey results, this research suggests fundamental strategies to enhance the factors of current classes for children with autism spectrum disorders in Vietnam.
Highlights
Children with autism spectrum disorders (ASD) encounter with a lot of difficulties in participating in regular classes
The models of classes for children with ASD have been developed differently depending on particular conditions and intervention method orientation
[1] Regardless of applied models, classes for children with ASD are designed in respect of basic factors including classroom material environment, organization of daily intervention activities, instructions for children's task accomplishment, and in-class communications... [5,6,7,8]
Summary
Children with autism spectrum disorders (ASD) encounter with a lot of difficulties in participating in regular classes. Major difficulties include: troubles with attention and perception of common instructions; inability in identifying personal positions and missions; inability to start, finish, move and continue activities; difficulty in developing interest in cooperative activities; inability in carrying out tasks without sufficient visual aids in educational materials and so on Because of these issues, the participation of children with ASD is often low; many of them with poor independence in undertaking academic tasks require strong support from teachers; others may even make hazardous behaviors without willingness to participate in lessons and so on [1,2,3,4]. The assessment of basic factors of classes for children with ASD in the current intervention conditions in Vietnam is necessary for a methodical and efficient orientation of intervention models, avoiding the mushrooming of spontaneous, poorly-effective intervention models with difficulties in monitoring and management
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