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.
In this article, the authors present the results of a survey on perceptions of inclusive, integrated and specialized teachers (N = 3221) about climate change and how to respond to climate change, at educational institutions of 6 provinces\cities of Vietnam. The survey results showed that the majority of teachers surveyed had the correct awareness of climate change and how to respond to climate change. However, there is still a significant portion of misconceptions. This study generalizes the current status picture of teachers' perceptions of climate change, and at the same time points out a number of factors that affect teachers' perceptions. The results of this survey provide reliable information, which is very useful for policy development, supporting the development of educational programs and training on climate change for teachers in the future. The study also mentions some limitations and directions for further research.
This article is a study on 30 teachers who do early intervention for 3 - 4 aged hearing impaired children with cochlear implant and guide for their parents in some educational instituitions for children with hearing impairement in Hanoi in order to reseach the current situation of guiding parents of 3 - 4 aged hearing impaired children with cochlear implant to develop spoken language for their child through daily activities at home about: teachers’s awareness of the role of guiding parents of 3 - 4 aged hearing impaired children with cochlear implant to develop spoken language for their child through daily activities; the methods or the ways which teachers use to guide parents; the contents of guiding parent sessions; daily activities which teachers usually guide parents to develop spoken language for their child; teachers’s evaluation on implementation to develop spoken language for 3 - 4 aged hearing impaired children with cochlear implant through daily activities at home. The research’s results are the basis for subsequent research to provide measures to guide parents of 3 - 4 aged hearing impaired children with cochlear implant to develop spoken language for their child through daily activities at home effectively.
COVID-19 pandemic creates some emerging opportunities for E-learning, particurlarly in special education. 76 lecturers of 33 universities\colleges in the whole nation providing subject of incluisive education or specific subject for special education were participated into this study. The study result showed that the majority of lecturers have received the benefits of e-learning despite of the fact that level of understanding was not high. Due to limitations on facilities, equypments and online resources E-learning has considered as a temporary alternative teaching path in context of COVID-19. This study also indicated that lecturers desired to reveive such supports of platform, equypments, school policy and regulations to apply E-learning. Moreover, they expected to be trained on virtual teaching skills significantly in searching special education materials for their syllabus or applying support tools for assessment and manage learning process of their students.
This article is a study to investigate the situation of teachers' practice of the beginning consonant pronunciation for 6-7 aged hearing impaired children with a cochlear implant. The research was conducted on a sample of 30 teachers who do early intervention for 6-7 aged hearing impaired children in some educational institutions for children with hearing impairment in Hanoi. The research contents include 1) Teachers' perception of the role of practicing pronunciation of the beginning consonants for 6-7 aged hearing impaired children with cochlear implants; 2) The level of implementation of the contents of practicing pronunciation of the beginning consonants for the 6-7 aged hearing impaired children with cochlear implant; 3) The teacher's assessment of the difficulty level of the contents in the program to practice pronunciation of the beginning consonants for the 6-7 aged hearing impaired children with cochlear implant; 4) Evaluate the using and effectiveness of the beginning consonants pronunciation practicing; 5) The using of materials in practicing pronunciation of the beginning consonants; 6) the ways of practicing pronunciation of the beginning consonants and 7) the factors affecting on practicing pronunciation of the beginning consonants for the 6-7 aged hearing impaired children with cochlear implant. Some results from the research are that all teachers (100%) have awareness of the important role of practicing the beginning consonants for the 6-7 aged hearing impaired children with cochlear implants. Teachers implemented some contents to practice the beginning consonants for them such as breathing training, voice training, producing organs training; teaching phonics; distinguish- correcting the producing. The most popular form which is used to practice the beginning consonants is 1:1 (one teacher and one child). The knowledge and skills of teachers are the factors that impact the most on practicing the beginning consonant pronunciation for the 6-7 aged hearing impaired children with cochlear implant.
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