- More attention needed for autistic children
- Supporting inclusive education for autistic children in preschools
The workshop was attended by representatives of the Ministry of Labor, Invalids and Social Affairs, the Ministry of Education and Training and many experts in supporting and intervening in autistic children across the country.
The scientific workshop "Early detection and early educational intervention for children with pervasive autism spectrum disorders in preschool age" was organized with the aim of raising awareness of teachers and parents in early detection and early educational intervention for children with autism in preschool age to minimize physical and mental damage to children during their development; Strengthening cooperation between preschools and intervention facilities to effectively detect and intervene in early education for children with autism; Sharing lessons learned, difficulties and challenges in early detection and early educational intervention for preschool children with pervasive autism spectrum disorders and developing recommendations to ensure quality and equality in education for children with autism.
People's Teacher, Associate Professor, Dr. Nguyen Vo Ky Anh, Director of the Institute for Educational Research and Human Potential Development, spoke at the workshop.
Associate Professor, Dr. Nguyen Vo Ky Anh, Director of the Institute for Educational Research on Human Potential Development (IPD), Vice President of the Vietnam Association for Community Health Care Education, said: Characteristics of people with autism spectrum disorder include impairments in social interaction, difficulties in verbal and non-verbal communication, along with limited and repetitive behaviors, interests and activities.
To date, researchers around the world have not yet found the exact cause of why a child born completely normal, with intact limbs, has autism spectrum disorder. Pervasive autism spectrum disorder is having a high prevalence worldwide. Studies in Asia, Europe and North America show that the rate of people with autism spectrum disorder is an average of 1% of the population. Research in Korea reported this rate as high as 2.6% of the population.
In Vietnam, there are currently no accurate statistics on the number of people with autism in the country. According to statistics from the Hanoi education sector, autism is the disability with the highest rate in schools, accounting for 30% of children with learning disabilities, but that number does not tell the whole story because there are still many autistic children who do not go to school.
In recent times, a number of preschools have welcomed autistic children into integrated education and a number of autism intervention support centers have been established. Among them, there are units that are members of the Vietnam Association for Education for All (VAEFA) and the Institute for Educational Research and Development of Human Potential (IPD). In the process of educating autistic children, experts and teachers at these facilities have also discovered that autistic children reduce their developmental disabilities.
Therefore, through this workshop, Associate Professor, Doctor, Doctor Nguyen Vo Ky Anh hopes that everyone will have a deeper understanding of the causes and find answers to the problem of autism spectrum disorder in young children, as well as have useful methods to help children confidently integrate into the community and society.
Master Bui Thi Tuyet, Principal of VSK Thang Long Kindergarten shared
Master Bui Thi Tuyet, Principal of VSK Thang Long Kindergarten, an early education practice facility of the Institute for Human Potential Development (IPD) said: Autistic children, whether detected or not, if they are exposed to early education methods at preschools from the age of 2-3, and are integrated with normal children, will minimize mental, intellectual and physical damage.
However, according to a study by the COHO Center - Consulting and Supporting the Disabled, Ho Chi Minh City, the number of autistic children is increasing, the need for integrated education of autistic children is increasing, but integrated preschools are not yet a strong development model in Vietnam. Preschool teachers are currently not equipped with knowledge and skills in special education as well as support and education for autistic children. Autism intervention facilities have only connected and cooperated with a number of private preschools, not yet connected with public preschools to coordinate.
COHO Center representative proposed: It is necessary to strengthen the connection between preschools and autism intervention centers.
From the reality of the increasing learning needs of children with autism spectrum disorders, COHO Center proposes: It is necessary to strengthen the connection between preschools and autism intervention centers; Open training courses for teachers to improve awareness, knowledge and special education skills for autistic children to study in public and private preschools. There should be legal documents regulating the implementation of coordination between preschools and intervention facilities related to inclusive education for children with disabilities in general and autism in particular.
To improve the quality of intervention as well as expand the club model for autistic children, the National Center for Special Education, Vietnam Institute of Educational Sciences recommends: It is necessary to strengthen the autonomous role of inclusive preschools in establishing and operating groups/classes/clubs for language and communication development for children with developmental disorders studying at school; increase parental participation in club support activities through a variety of different forms; expand the model of language and communication development clubs for children with developmental disorders who have difficulties in many different areas of development.
Referring to the golden time for children, Sao Mai Center said: Many studies have shown that the period before 3 years old is a particularly important time, the "Golden period" for interventionists to come up with measures to help autistic children develop good skills and overcome and correct deficiencies to integrate into the community. Sao Mai Center also recommends that in preschools that teach integration, teachers need to have good skills and a good understanding of children to have creative and appropriate ideas during the implementation of activities. Intervention centers need to regularly share how to apply social sensory activities in developing skills for children with autism spectrum disorders under 36 months of age. The State needs to pay attention and create favorable policies for preschool teachers to be trained in special education intervention skills.
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