TIẾP CẬN GIÁO DỤC STEAM NHẰM HỖ TRỢ KĨ NĂNG GIAO TIẾP CHO TRẺ 5 – 6 TUỔI KHUYẾT TẬT TRÍ TUỆ NHẸ Ở TRƯỜNG MẦM NON

Abstract

The purpose of this study addresses to survey the perception of preschool teachers about organizing STEAM activities to support communication skills for children aged 5-6 with mild intellectual disabilities in preschools. Using the main research method is the survey by questionnaire, observation and in-depth interviews with preschool teachers. Conduct a survey of 86 preschool teachers and 6 children 5-6-year-old children with mild intellectual disabilities in Thanh Hoa province. Research results show that the capacity of teachers to organize STEAM education of teachers and the Approach to STEAM education in inclusive classrooms have the greatest influence on the organization of STEAM activities to support communication skills for children with intellectual disabilities. Research results show that Kindergarten teachers' ability to organize steam activities and Approach to STEAM education in inclusive classrooms has the greatest influence on the organization of STEAM activities to support communication skills for children with intellectual disabilities. In addition, most preschool teachers show interest in solutions to help children 5-6 years old with mild intellectual disabilities develop communication skills in an inclusive classroom. The survey results on communication skills of 5-6-year-old children also show defects in non-verbal communication, and verbal communication of 5-6-year-old children with mild intellectual disabilities. This result is the foundation for proposing solutions to organize STEAM activities in an inclusive educational environment to support communication skills for children with 5-6 mild intellectual disabilities in kindergarten.