STEAM is an interdisciplinary approach including Science, Technology, Engineering, Art, and Mathematics, which is currently interested in the world, and Vietnam. The purpose of this study is to investigate the current perception of educational practice as a special education teacher, STEAM education, and the difficulties or barriers to implementing STEAM education for students with disabilities effectively. There are 202 teachers at 23 developmental support centers of inclusive education across Viet Nam participated in answering an online survey. The results show limitations of contents and teaching methods for students with disabilities. And only 18% teachers have good knowledge of STEAM, and 73% teachers have no in-depth expertise in STEAM but 74% participants have positive thinking about students with disabilities’ abilities and applying STEAM education in inclusive settings.
The attention and imitation abilities influence the memory, language eceptiveness and productivity, and other learning skills of children with intellectual disabilities. This research examines the effect of Yoga therapy on the attention and imitation skills of students with intellectual disabilities. 12 students with ID aged 8 to 14 (mean =11.0, SD = 2.261) years were selected for the yoga therapy program. The participants received 60 30-minutes sessions of the yoga training program. Students will be guided to practice 9 yoga exercises, including greetings, breathing exercises, head and neck, arms and shoulders, spine, legs, rest, meditation, and closing. The results of the analysis showed that there were significant differences between pre and post-test attention and imitation abilities in subjects (sig. (2-tailed) < 0.05). The present study demonstrated that 12 weeks of yoga is effective in improving the attention and imitation abilities of children with intellectual disabilities.
Self-study, especially self-study via the Internet, has an increasingly important role in the learning process in this digital age. Therefore, developing self-study capacity for students is always an urgent and long-term task at high school. This paper analyzes two issues: (1) Reality of self-study problem and developing self-study capacity for students in teaching chemistry and (2) Reality of applying blended learning model in teaching Chemistry to find some measures for applying blended learning model to develop self-study capacity for students to meet the current requirements of educational innovation.
STEAM is defined as Science and Technology, interpreted through Engineering and the Arts, all based in a language of Mathematics. Over the world, STEAM education has been confirmed as an appropriate approach for all children, including children with disabilities. In Vietnam, STEAM education has been paid attention in recent years and implimented as pilot models in a limited number of main international, private and public schools. Based on the analysis of previous researches about STEAM, characteristics of students with disabilties and STEAM education for children with disabilities, this article aims to provide some suggestions and illustrate the design of STEAM activities to increase the participation of children with disabilities in inclusive kindergarten.
STEAM education is an interdisciplinary approach that encompasses Science, technology, engineering, mathematics, and the arts. This method was first initiated in the US and in recent years it has drawn attention in the world. In developed countries, STEAM education has been applied to special education and confirmed as an alternative approach to traditional teaching. This article focus on the characteristics of students with learning disabilities and the benefits of STEAM education for these students. The article used previous research results to clarify the issue of the benefits of STEAM and how to apply this method to students with a learning disability in inclusive education. The results show that integrating STEAM in universal design for learning is an effective way to inclusive education for students with a learning disability. This method should be widely applied not only to students with normal development but also to students with learning disabilities in Vietnam to improve the quality of inclusive
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