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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION HO SY HUNG EDUCATING COMMUNICATION SKILLS FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5 - 6 YEARS OLD T

MINISTRY OF EDUCATION AND TRAINING

HANOI NATIONAL UNIVERSITY OF EDUCATION

HO SY HUNG

EDUCATING COMMUNICATION SKILLS FOR

CHILDREN WITH MILD INTELLECTUAL DISABILITIES

5 - 6 YEARS OLD THROUGH ORGANIZING ROLE-PLAY

The work was completed at:

HANOI NATIONAL UNIVERSITY OF EDUCATION

The scientific instructor: Assoc Prof Dr Ngo Cong Hoan

Assoc Prof Dr Bui Thi Lam

Reviewer 1: Prof Dr Nguyen Thi Hoang Yen

National Acedamy of Education Management

Reviewer 2: Assoc Prof Dr Pham Minh Muc

The Vietnam National Institute of Educational Sciences

Reviewer 3: Assoc Prof Dr Do Thi Minh Lien

Hanoi National University of Education

The dissertation will be defended in the Council of University-level thesis

evaluation at Hanoi National University of Education

at hour date month, 2020

The dissertation can be found at the library:

- National Library, Hanoi

INTRODUCTION

1 THE NECESSITY OF THE RESEARCH

1.1 The United Nations Convention on the Rights of the Child (UN, 1989) and the Salamanca Declaration (Spain, 1994) have affirmed that: Everyone, every child, regardless of disability or non-disability has the right to have the best education, it shows that inclusive education (IE) is an indispensable in the current period The purpose of inclusive education is to narrow the gap between disabled and non-disabled people, ensure that people with disabilities participate fully in educational activities and make positive contributions to the community

1.2 Currently, children with mild intellectual disabilities (IDs) 5-6 years old have been taught to integrate and participate in activities with their peers at preschools Organizing educational activities will help children with mild intellectual disabilities (IDs) 5-6 years old overcome barriers in life, maximizing their potential This is an issue that needs attention and guidance for teachers

1.3 For children, communication is one of the most important developmental areas and is closely related to other developmental areas such as language, cognition, affection, aesthetics and social skills Communication is considered the first basis, the basis of children's awareness and personality formation Teaching communication skills for children with disabilities to help children participate in activities with friends and adults is an important educational content in kindergarten Communication difficulties are one of the most noticeable characteristics of children with mild IDs, it is difficult for children to fully express their needs and feelings to those around them

1.4 Play is a major activity for preschoolers aged 5 - 6 years old and is an important condition for children’s development Organizing games, especially role-play not only satisfies the needs for playing but also a means to help children develop comprehensively

1.5 Inclusive education for children with disabilities in general and children with disabilities in particular has been implemented in most provinces and cities, so far it has been attracting the attention of many researches In addition, the teaching of communication skills for children with mild intellectual disabilities in preschools has also been paid attention, but its effectiveness has yet to meet the goal of educating children with disabilities The thesis "Educating communication skills for children with mild intellectual disabilities 5-6 years old through organizing role-play in

preschools” is selected to meet the practical needs of education in preschools where children with mild IDs learn to integrate

2 RESEARCH PURPOSE

Based on theoretical and practical research on communication skills education for children with disabilities aged 5 to 6 years old, propose measures to educate communication skills for children with IDs 5-6 years old through organizing role-play at preschools, helping children can communicate in preschool activities

3 OBJECTIVES AND SUBJECTS OF THE STUDY

5.3 Proposing and piloting some methods of educating communication skills for

children with IDs 5-6 years old through organizing role-play in preschool

6 LIMITS OF RESEARCH SCOPE

- Limiting the number of participants surveyed: 35 children with mild disabilities 5-6 years old, 150 teachers at kindergartens with children with mild

- Regarding research content: Researching and proposing some methods of educating communication skills for children with learning disabilities 5-6 years old through organizing role-play

- The research area: Studying the current situation and pedagogical experiment

in some kindergartens in Thanhhoa province

- Experimental organization in 2 kindergartens in Thanhhoa city

7 APPROACH AND RESEARCH METHODS

7.1 Approach Methods

The topic is based on different approaches to select research-oriented methods for the teaching communication skills for children with disabilities from 5 to 6 years old through organizing role-playing, including approaches such as: approach to inclusive education, operational approach, development approach, personalization approach, practical approach

7.2 Research Methods

7.2.1 Group of theoretical research methods

Research documents related to the thesis to collect, synthesize and generalize information Using methods of analysis, synthesis, classification and systematization theory to build theoretical basis of the thesis

7.2.2 Group of practical research methods

Method of investigation by questionnaire; Pedagogical observation method; Interview method; Case study method; Experimental method of pedagogy

7.2.3 Mathematical statistical methods

Using data processing method using SPSS 20.0 software in the statistics and analysis of research data obtained by the topic

8 SCIENTIFIC THEORETICAL POIT TO PROTECT

8.1 Children with mild IDs 5 - 6 years old have some limitations on communication skills however they can be educated and developed communication skills for children in inclusive education environment

8.2 Role-play is a mean with many advantages to educate communication skills for children with mild IDs 5-6 years old Organizing role-play in inclusive kindergarten affects the development of communication skills of children with IDs 8.3 Measures to organize role-play in the direction of creating an environment, situations that stimulate communication, interaction between children with IDs and their peers in groups, individual support for children with disabilities to practice communication skills during play process will help children with mild IDs 5-6 years

old develop communication skills such as: Pay attention to listen, turn taking, understanding language; using nonverbal elements, and using language

9 NEW CONTRIBUTIONS OF THE THESIS

10 STRUCTURE OF THE THESIS

Chapter 1: Overview and theoretical basis of teaching communication skills for children with mild IDs 5-6 years old through organizing role-play at preschool

Chapter 2: Practical basis of teaching communication skills for children with mild IDs 5-6 years old through organizing role-play at preschool

Chapter 3: Methods of educating communication skills for children with mild

IDs 5-6 years old through organizing role-play and pedagogical experiments

CHAPTER 1: OVERVIEW AND THEORETICAL BASIS OF

EDUCATING COMMUNICATION SKILLS FOR CHILDREN WITH MILD

INTELLECTUAL DISABILITIES 5 - 6 YEARS OLD THROUGH

ORGANIZING ROLE PLAY

1.1 OVERVIEW OF RESEARCH ISSUES

Since the mid-twentieth century, the education of Knowledge-based children has attracted the research interest of scientists in many countries around the world These studies are all aimed at the general purpose of helping the community to be more fully aware of children with disabilities as well as finding supportive measures to bring the best development opportunities for children Many researchers have focused

on research and communication issues and ways to develop communication skills for children with disabilities, playing games for the teaching communication skills for children with disabilities From the research works of the researchers in the world and

in Vietnam we summarize some of the following major research directions:

1.1.1 Studies on communication skills of children with mild intellectual disabilities 5-6 years old

1.1.2 Research on ways of educating communication skills for children with mildintellectual disabilities 5-6 years old

1.1.3 Research on games for children with mild intellectual disabilities

1.1.4 Studies on the relationship between playing and educating communication skills of children with mild intellectual disabilities 5-6 years old

Summary of research works on teaching communication skills for children with mild IDs 5-6 years old through organizing role-play, the thesis gives some notable points as follows:

Research has affirmed the importance of communication skills to the development of children, and shows the relationship between communication skills and the development of other skills

Research on communication skills of children with IDs 5-6 years old in the world has shown that children with mild IDs have some difficulties in communication, pointing out the difference in communication skills between children without disabilities and children with disabilities, and suggesting some measures of education and therapy for children with difficulties in communication

Studies on how to educate communication skills for children with IDs have proposed some measures to support communication for children

Research has shown play characteristics of children with IDs, the relationship between playing and developing communication skills

1.2 CHILDREN WITH INTELLECTUAL DISABILITY

1.2.1 Concept, diagnostic criteria and level of intellectual disability

According to DSM - V, disability is a defect that occurs throughout the development process, including a lack of knowledge and appropriate functional, social, and practical performance

1.2.2 Developmental characteristics of children with mild intellectual disabilities 5- 6 years old

In children with mild disabilities, due to the effects of disabilities, their development is worse than that of children without disabilities and age across all domains, that effect is clearly manifested in motor skills, awareness, language, affection and social skills The development of children with mild disabilities also goes through stages like children without disabilities, but there are differences in developmental characteristics, differences are generalized in some main points such as: movement; cognition; language: communication skills; affection and social skills

1.3 Communication skills and education of communication skills for children with intellectual disabilities 5-6 years old

Communication skills are the ability to make appropriate use of non-verbal and non-verbal means of communication, in order to help the communicating subject effectively implement the reception and exchange of information and emotions with subjects and next content

1.3.2 Communication skills education for children with mild intellectual disabilities 5-6 years old

1.3.2.1 Concept of communication skills of children with mild intellectual disabilities 5-6 years old

Based on the concept of communication skills of children with learning disabilities in general, as well as based on the specific communication characteristics

of children with mild disabilities, we understand that “communication skills of children with disabilities 5-6 years old are the ability to use reasonably well means of communication in linguistic and non-verbal ways to help children effectively realize the reception and expression of information and emotions with objects and content of

communication

1.3.2.2 Characteristics of communication skills of children with mild intellectual disabilities 5-6 years old

Firstly, children with mild disabilities 5-6 years old have some differences in the reception and use of spoken language Secondly, children with mild disabilities 5-6 years old have limitations when using non-verbal factors Thirdly, turn taking skills

in communication

1.3.2.3 The concept of communicating communication skills education for children with mild disabilities 5-6 years old

Teaching communication skills for children with IDs 5-6 years old is a process

of purposeful and planned education of educators to help children use appropriate communication skills in verbal and non-verbal and effectively implement the reception and expression of information and emotions with objects and content of

communication

1.4 Role-play for children with mild intellectual disabilities 5-6 years old

1.4.1 The concept and nature of role play

Role-play is one of the most typical forms of play in preschoolers In particular, children can choose a specific role to recreate the actions of adults as well as their attitudes and relationships, thereby developing social functions in psychological life and develop children's personality

1.4.2 The structure of the play

When studying role- play of preschoolers, most researchers agreed on the structure of role-play including elements such as playing themes; play content; playing role; actions; toy utensils; imaginative situations (playing circumstances or imaginary circumstances); Children's relationship while playing These elements are closely related and complementary, in which role, content and context of the play are three particularly important components

1.4.3 Characteristics of playing games of children with mild intellectual disabilities 5-6 years old

1.4.4 The role of play for the teaching of communication skills for children with mild intellectual disabilities 5-6 years old

The game plays a role in stimulating children with disabilities to actively communicate with their friends in the group With new play situations and content, children have the desire to join the game to satisfy their curiosity to explore the world around them By playing, create opportunities for children to interact positively with

their peers in the play group, stimulate children to use communication means to maintain play content

1.5 Educating communication skills for children with disabilities 5-6 years old through organizing role-play in inclusive kindergarten

1.5.1 Inclusive education at preschool

Inclusive education is the process of supporting all children, including children with disabilities, to access the educational environment with necessary and appropriate supports in inclusive classes where children live, helping them to have knowledge and skills to integrate into society

1.5.2 The concept of teaching communication skills to children with mild intellectual disabilities 5-6 years old through organizing role-play

Measures of teaching communication skills to children with mild intellectual disabilities 5-6 years old through organizing role-play is the specific effect of teachers in the process of organizing games to educate communication skills for children with mild intellectual disabilities 5 - 6 years old The ability to pay attention

to listening, alternating, listening, understanding languages and using non-verbal factors to receive and express information and emotions with different objects and content of communication in the game

1.5.3 The meaning of educating communication skills for children with mild intellectual 5-6 years old through organizing role-play

Teaching communication skills for children with mild disabilities helps children become more confident when participating in the role-playing process In addition, helps children with disabilities will actively interact with their friends in the play group Moreover, the teaching of communication skills for children with disabilities should also be of great significance to establishing children's relationship, children actively interact with their peers, they use language to maintain play content, they develop some important skills such as listening, using language, understanding language, these are essential skills to expand the relationship among children, their peers in playgroup and teachers

1.5.4 The goal of educating communication skills for children with mild intellectual disabilities 5-6 years old through organizing role-play

The goal of educating communication skills for children with IDs through play also aims for children to be able to express non-verbal factors such as eyes,

role-combine words with non-linguistic factors during play, children know the interactions with playing roles in the play process

1.5.5 Contents of teaching communication skills for children with disabilities 5-6 years old children through organizing role-play

Based on the advantages of role-play for the development of children and the characteristics of inclusive kindergarten needing education for children with mild disabilities 5-6 years old, some of the following communication skills groups: Listening; turn taking, Understanding language, using verbal, using non-verbal

1.6 Factors affecting the teaching of communication skills to children with disabilities from 5-6 years old through organizing role-play

The first factor: The ability to play of children with mild intellectual disabilities 5-6 years old; The second factor: Capacity of preschool teachers; The third factor: Play environment in inclusive kindergarten

Conclusion of chapter 1

- Children with intellectual disabilities have significant limitations on intellectual activities and adaptive behaviors, which affect their development as well as their ability to integrate in kindergarten

- Role-play is an effective mean to educate communication skills for children with IDs 5-6 years old Type of play in teaching communication skills for children with mild IDs

Some essential communication skills of children with disabilities such as attentive listening skills, alternate, language use, language comprehension and especially the ability to use non-verbal elements can be developed in the role playing game

- Teaching communication skills for children with mild IDs 5-6 years old through play is affected by many different factors, three important factors are children's ability, teacher capacity and play environment

CHAPTER 2 PRACTICAL BASIS FOR EDUCATING COMMUNICATION SKILLS FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES 5-

6 YEARS OLD THROUGH ROLE PLAY 2.1 Overview of inclusive education and communication skills education for children with mild intellectual disabilities 5-6 years old in Vietnam

2.1.1 Inclusive education of children with mild disabilities 5-6 years old at preschool

Inclusive education for IDs children at preschools has been developed over the past two decades In the years 1999 - 2001 with the support of a number of international organizations such as UNICEF, CRS, Vietnam - Netherlands Health Committee, many large-scale projects on early intervention and inclusive education for children with disabilities In general and children with disabilities are performed

in some big cities across the country These projects have made great contributions to the construction and development of human resources for the special education field

in our country, in which early intervention and inclusive education of children with disabilities in preschool children are also be concerned

2.1.2 Educating communication skills for children with mild intellectual disabilities 5-6 years old in Early Childhood Education program today

It can be seen that the teaching of communication skills for preschool children is concretized in the field of language development with the aim to develop children listening skills, speech understanding in daily communication; be able to express in different ways (speech, facial expressions, gestures, gestures ); clear expression and cultural communication in everyday life; be able to hear and retell things and tell stories; be able to sense rhymes, rhythms of poems, folk songs, rhymes suitable for the age; have some initial literacy skills, integrated into all preschool educational activities

2.2 The reality of communication skills education for children with mild disabilities 5-6 years old through organizing role-play in preschools

2.2.1 General issues about the survey status

2.2.1.1 Survey purpose

Finding of the status of communication skills education for children with mild IDs 5-6 years old through organizing role-playing games The level of communication skills of children with mild disabilities 5-6 years old In order to

with mild learning disabilities 5-6 years old through organizing role-play at preschool

2.2.1.3 Survey methods and tools

٭ Survey methods:

- Observation methods: Using observation cards during the organization of play to evaluate the activities of preschool teachers in educating communication skills for children with disabilities from 5-6 years old in inclusive classes in preschools Using observation cards to monitor children's activities and record information about their children and their communication skills

role Questionnaire: using the questionnaire to collect ideas from 150 teachers who teach at kindergartens with children with mild disabilities 5-6 years old on cognitive, methods of use, forms and level of communication skills of children

- Interview method: using the interview form with managers and the preschool teachers about teaching communication skills for children with mild IDs 5 - 6 years old in inclusive classes in preschool

٭ Tools and scales are as follows:

Step 1: A set of assessment tools (observation sheets) of communication skills of children with mild learning disabilities 5-6 years old to integrate into preschools to assess the level of each group of communication skills of children Each criterion is assessed according to 5 levels: Poor; Weak; Average; Good; Very Good

Step 2: Use the toolkit for evaluation; Step 3: Analyze survey results

2.1.1.4 Survey area and survey object

2.2.2 Current situation survey results

2.2.2.1 The reality of teaching communication skills to children with disabilities from 5-6 years old through organizing role-play in preschools

♦ The awareness of preschool teachers about the importance of communication skills education for children with mild IDs 5-6 years old