Giáo dục môi trường hướng tới phát triển năng lực cho học sinh khuyết tật trí tuệ lớp 5 trong lớp học hòa nhập

HNUE JOURNAL OF SCIENCE Educational Sciences, 2021, Volume 66, Issue 5A, pp 75-85 This paper is available online at http://stdb.hnue.edu.vn DOI: 10.18173/2354-1075.2021-0218 ENVIRONMENTAL EDUCATION TOWARD COMPETENCY DEVELOPMENT FOR STUDENTS WITH INTELLECTUAL DISABILITY AT 5TH GRADE IN INCLUSIVE CLASSROOMS Nguyen Ha My*, Tran Thi Bich Ngoc and Nguyen Minh Phuong Faculty of Special Education, Hanoi National University of Education Abstract Environmental education (EE) is a process that builds knowledge and develops competencies, attitudes, as well as values that allow students to understand the environmental and socio-cultural reality EE toward competency development is stressed in the new General Education Program in 2018 through many subjects and educational activities that allow students to improve their academic and affective outcomes, including students with intellectual disabilities (ID) This article focused on researching general issues on EE toward competency development, characteristics of students with ID at th grade that affect the organization of environmental education activities, the EE contents at 5th grade toward competency development, and adaptation strategies for teachers to enhance competencies of students with ID in EE Keywords: Educational education, competency development, student with intellectual disability, inclusive education, elementary education, General Education Program Introduction Environmental education (EE) is a process of forming and developing in students’ knowledge, skills, values and interest in environmental issues, enabling them to participate in the development of an ecologically sustainable society EE helps individuals and communities to have an understanding of the environment and its issues; basic concepts of environment and environmental protection; interest in improving and protecting the environment; problemsolving skills as well as ways of persuading other members to join; sense of responsibility before environmental problems and take appropriate actions to solve the problem Educators often implement EE as an ideal way to integrate academic disciplines, stimulate the academic and social growth of students, and promote conservation of the natural environment The way to integrate EE content into learners not only forms knowledge and skills but also creates values, attitudes and reasonable behaviors towards the environment All EE methods are geared towards student activities [1] EE has a number of positive impacts, from improving academic performance, enhancing critical thinking skills, and developing personal growth and life-building skills including confidence, autonomy, and leadership In addition, a number of studies showed that EE increased civic engagement and positive environmental behaviors EE (EE) is also a particularly promising strategy for helping students with disabilities, as it has potential to combine time outdoors with instructional practices shown to be effective with them The United States' EPA (2018) defines Received November 10, 2021 Revised November 24, 2021 Accepted December 5, 2021 Contact Nguyen Ha My, e-mail address: nhmy@hnue.edu.vn 75 Nguyen Ha My*, Tran Thi Bich Ngoc and Nguyen Minh Phuong EE as “a process that allows individuals to explore environmental issues, engage in problem solving, and take action to improve the environment” [2] EE is characterized by being inquirybased, hands-on, experiential, and often, outdoors which are all strategies that have been found to boost attitudes, learning, and competencies among students with disabilities [3], [4] An important component of EE is the exposure of students to nature and the world outside their classrooms For students with special needs, especially the one who studies at inclusive classrooms, creating an experience outside of traditional learning venues can pose challenges for both the teacher and the student because of objective factors from the program, teaching content, facilities, and subjective factors from the teacher's side Creating learning opportunities for students with special needs can benefit the learner, and enriches the experiences for the teacher and the other learners in the inclusive classroom Sensitivity to constraints and adaptations to the teaching plan and the types of activities to be conducted are sometimes relatively simple, and far from simple, to change Although there is a tremendous amount of good information on resources to accommodate learners with special needs, information specifically related to EE has only recently become available In Vietnam, EE also has been implemented at all levels of education from preschool to university with an integrated orientation The interdisciplinary nature of environmental topics and issues makes it desirable to implement environmental teaching and learning through an integrated approach [5] The issue of EE and environmental protection has been seriously posed and has been studied to integrate into the curriculum in schools for many years, but it is still at a limited level At the elementary level, the content of EE has been integrated into the curriculum of subjects with high potential for integrating EE such as Ethics, Nature and Society, Science, Geography and some educational activities outside the classroom In the General Education Program (GEP) in 2018, the content of EE continues to be directly included in the requirements of some subjects and educational activities toward competency development [6] It is obvious that the issue of EE is increasingly concerned by the Government and the Ministry of Education and Training At the elementary stage, environmental knowledge and skills are integrated into all subjects and educational activities at all three levels: the full level, the partial level and the related level While at the beginning of the elementary stage (at grade 1, 2, 3), EE is mostly integrated at the partial and related levels, at grades and 5, EE is focused and integrated fully in many contents, topics and activities at schools in order to form and develop competencies of elementary students In order to ensure a quality inclusive education, students with intellectual disabilities when going to inclusive school will also be fully equipped with knowledge and skills to achieve the required quality and competencies of the program as other students Therefore, implementing EE toward competency development for students with intellectual disabilities is an indispensable requirement, requiring educators to understand the adjustment of contents and methods and instruction in inclusive education However, the reference resources on EE toward competency development for students with disabilities in general and students with intellectual disabilities in particular, are still very limited, especially the updated resources on the implementation of the GEP 2018 for this particular educational audience Content 2.1 Some general issues on environmental education toward competency development According to EPA, environmental education (EE) is a process that allows individuals to explore environmental issues, engage in problem-solving, and take action to improve the environment As a result, individuals develop a deeper understanding of environmental issues and have the skills to make informed and responsible decisions [2] 76 Environmental education toward competency development for students with intellectual disability at… The components of EE are [2]: Awareness and sensitivity to the environment and environmental challenges; Knowledge and understanding of the environment and environmental challenges; Attitudes of concern for the environment and motivation to improve or maintain environmental quality; Skills to identify and help resolve environmental challenges; Participation in activities that lead to the resolution of environmental challenges Over time, the definition of EE has been transformed and progressively extended its objectives towards the sustainability of development, considering, above all, the new challenges of the 21st century [7] This has resulted in the approach of an EE toward competency development EE is also defined as the educational and cultural process through which subjects build knowledge and develop competencies, attitudes, and values that allow them to understand the environmental and socio-cultural reality to establish a responsible relationship with the environment and implement actions to address environmental problems [8] The competency development was first constructed by Nobel Laureate Amartya Sen in the late twentieth century to challenge development economics's dominant theories and practices It has since been taken up and applied widely by a diverse group of international scholars to design and evaluate policies, practices and institutions across numerous fields, particularly international development, healthcare and education [9] According to Pho D H et al (2021), the concept of competency development focuses not only on students’ intellectual activity but also on training their ability to solve real-world problems, and at the same time activating intellectual activities with practical activities Competency development initiatives refer to how individuals develop their competencies by actively engaging in different types of developmental and educational activities [10] The competency development in EE provides a way of bridging the conceptual gap between theory and practice of EE, through a capability’s lens, transformative and critical environmental education should aim to provide students with opportunities to develop a capability for ‘environmental engagement’ Environmental protection education toward competency development is the process of forming and developing in learners attitudes, feelings, values and motivations towards environmental protection; knowledge about environmental protection; and environmental protection skills which are based on personal experience combined with the use of senses to observe and feel related objects and phenomena Thereby, it helps students have the right behavior with the environment and take practical action to protect the environment [11] Environmental protection competency is a flexible and organized combination of necessary knowledge about the environment and environmental protection, skills to participate in environmental protection, attitudes, feelings, values, personal motivation for environmental protection to successfully fulfill the requirements of environmental protection activities The structure of the environmental protection capacity framework consists of a combination of the following components: - Attitudes, feelings, values and motivations towards environmental protection: Seeing the need to protect the environment, personal responsibility for environmental protection, and a desire to participate in environmental protection activities - Knowledge about the environment and environmental protection: Scientific knowledge about the environment and environmental protection corresponds to the general awareness level of each student 77 Nguyen Ha My*, Tran Thi Bich Ngoc and Nguyen Minh Phuong - Environmental protection skills: Skills to recognize and identify environmental problems, skills to collect and organize environmental information, skills to analyze environmental information, skills to propose solutions to environmental protection measures, skills to implement environmental protection actions, skills to evaluate action results 2.2 Environmental education contents at 5th grade toward competency development in the General Education Program in 2018 The 2018 GEP is promulgated together with the Circular No 32/2018/Cir-MOET on December 26, 2018 of the Minister of Education and Training to implement the educational goals which are forming and developing the quality and competencies of the students through the content of language and literature education, mathematics education, social science education, natural science education, technology education, informatics education, civics education, defense and security education, art education, physical education, and vocational education [6] Each educational content is implemented in all educational subjects and educational activities, in which some subjects and educational activities take on the core roles The 2018 GEP implements integration in three orientations Firstly, it is the integration between different areas of knowledge, between the requirement of equipping knowledge with the training of skills in the same subject Second, it is the integration of knowledge in related subjects and sciences; at a low level is to relate knowledge that is being taught with other relevant knowledge; at a high level is to create integrated subjects Third, it is the integration of some important topics such as issues of national sovereignty, sustainable development, environmental protection, gender equality, financial education, etc into the curriculum content of the subjects Based on the program of subjects and educational activities at 5th grade in the 2018 GEP, it is possible to integrate EE in two ways: direct orientation with the lessons/activities that have requirements about EE and indirect orientation with lessons/activities that not have requirements for EE but have close elements that can be related to EE The indirect method requires teachers to master the knowledge of EE and be creative in order to have appropriate integration Teachers also need to clearly determine that the way they integrate EE needs to be very natural, harmonious, and they need to avoid of using EE contents that not appropriate to contents of the subject According to the curriculum of subjects and educational activities at 5th grade in 2018 GEP, teachers can integrate some contents of EE toward competency development as follows: dealing with climate change, protecting animal diversity, protecting the ecosystem, protecting water resources and other resources, etc In subjects and educational activities at 5th grade, EE is integrated in many contents, for example: - The subject Ethics at 5th grade has a content circuit about protecting living environment, in which, it requires students to list out the types of habitats; understand why it is important to protect the environment; know how to protect the living environment at home, at school, in public places by doing appropriate actions; and have appropriate attitude to disagree with acts that cause environmental pollution as well as remind relatives and friends to protect the living environment [12] The subject develops the competency of cognitive behavior, evaluating individual behavior and others, and behavior adjustment [12] With EE, Ethics focuses on raising awareness of students in the issues of environment and environmental protection and from that, students will adjust themselves by having appropriate behaviors to promote a better environment - The subject Sciences at 5th grade a content circuit about Organisms and Environment This content circuit focuses on the role of the environment for organisms in general and humans 78 Environmental education toward competency development for students with intellectual disability at… in particular (students can describe the basic functions of the environment for organisms in general and humans in particular) and Human impact on the environment (students can collect information and evidence showing that humans have negative and positive impacts on the environment and natural resources; students can perform a number of practical and appropriate actions to contribute to the protection of natural resources and environment; and students can develop content and use an appropriate presentation to mobilize people to live in harmony with nature, protect the environment and biodiversity in the locality) [13] In this subject, students need to develop the competency of natural science awareness, the competency of learning about the natural environment, and the competency of applying knowledge and skills to reality [13] These competencies are very important for students to deal with real-world problems, especially issues about the environment and environmental protection - The subject Vietnamese at 5th grade provides some suggestions of stories, prose, poetry, and informational texts about environment or relating to environment that teachers can integrate EE in their lessons such as Miracle of the green forest (Nguyen Phan Hach); Hometown (Vo Quang), Songs about the earth (Dinh Hai); Raft down La River (Vu Huy Thong); Sea (Khanh Chi); Hai Phong Port (Nguyen Hong Kien); The river wears clothes (Nguyen Trong Tao); I think about the earth (Nguyen Lam Thang), etc [14] Besides developing competencies of the subjects, students can connect to the curriculum's general competencies and EE's competencies to understand and act for the environment - Besides subjects in the GEP 2018, the curriculum of the Experiential Activities at th grade also has a content circuit about Activities toward the nature that includes activities to learn and preserve natural landscapes (in which, students can express their feelings and pride for the natural landscape of the locality and the country and propose some measures to preserve the natural landscape) as well as Activities to learn and protect the environment (Students can understand the current status of the environment where they live and they can voluntarily participate and mobilize relatives to participate in public works to keep the residential environment clean) [15] Through the specific competencies of Experiential Activities in elementary education such as the competency to adapt to life and the competency to design and organize activities, students can identify a number of issues from the living environment to themselves, self-regulate and respond to environmental changes; from there, students at th grade can have the ability to plan, implement plans, adjust and self-assess activities when participating in environmental protection activities 2.3 Characteristics of students with intellectual disabilities at 5th grade that affect the organization of environmental education activities in inclusive classrooms The most widely accepted definition of intellectual disability is the AAIDD: “Intellectual disability (is) characterized by significant limitations both in intellectual functioning and in adaptive behavior as expressed in conceptual, social and practical adaptive skills This disability originates before age 18” [16] According to DSM-5, there are three criteria that must be fulfilled in order for the diagnosis of intellectual disability (American Psychiatric Association, 2013) [17]: (A) Deficits in intellectual functions, such as reasoning, problem solving, planning, abstract thinking, judgment, academic learning, and learning from experience, confirmed by both clinical assessment and individualized, standardized intelligence testing (B) Deficits in adaptive functioning result in failure to meet developmental and sociocultural standards for personal independence and social responsibility Without ongoing support, the adaptive deficits limit functioning in one or more daily life activities, such as communication, social participation, and independent living, across multiple environments, such 79 Nguyen Ha My*, Tran Thi Bich Ngoc and Nguyen Minh Phuong as home, school, work, and community (C) Onset of intellectual and adaptive deficits during the developmental period Characteristics of students with ID at 5th grade that can affect the organization of environmental education activities are presented under the following sub-headings: General Cognition: Students with ID vary physically and emotionally, as well as by personality, disposition, and beliefs Their apparent slowness in learning may be related to the delayed rate of intellectual development There are a number of common characteristics that may have a significant impact on an individual’s learning, including: difficulty understanding new information; slow cognitive processing time; difficulty in the sequential processing of information; difficulties comprehending abstract concepts; difficulty focusing on relevant stimuli in learning and in real-life situations, sometimes attending to the wrong things [18] Attention: To acquire information, students must attend to the learning task for the required length of time and control distractions Students with ID may have difficulty distinguishing and attending to relevant questions in both learning and social situations The problem is not that the student will not pay attention, but rather that the student does not understand or filter the information to get to the salient features [19] Adaptive Skills: The adaptive skills of people with intellectual disabilities are often not comparable to those of theirs peers without disabilities A child with intellectual disabilities may have difficulty in learning and applying skills for a number of reasons, including a higher level of distractibility, inattentiveness, failure to read social cues, and impulsive behavior [20] Speech and Language: Students with ID may have delayed speech, language comprehension and formulation difficulties Language problems are generally associated with delays in language development rather than with a bizarre use of language Students with ID may show delayed functioning on pragmatic aspects of language, such as turn taking, selecting acceptable topics for conversation, knowing when to speak knowing when to be silent, and similar contextual skills [21] Physical characteristics: Students with ID with differing biological etiologies, may exhibit coexisting problems, such as physical, motor, orthopedic, visual and auditory impairments, and health [22] From the above characteristics, it is necessary to organize for children with ID to experience by direct contact with things and phenomena in nature, in the surrounding life to realize new things for children The beauty in nature, threats to nature, plants and animals that children come into direct contact with will have a strong impact on children's emotional and emotional lives From there, knowledge, skills, attitudes and behaviors are formed in them profoundly and correctly 2.4 Some accommodation and adaptation strategies for teachers to enhance the competency of students with intellectual disabilities at 5th grade in environmental education Students with extensive support needs, including students with ID at 5th grade may have difficulties in learning about environment/nature due to challenges with adaptive skills and academic functioning, especially when they study in inclusive classrooms with other students On the contrary, EE practices including understanding, decision-making and problem solving on nature/environment issues could be particularly beneficial for students with disabilities [23] For students with ID, these potential benefits are especially important; for example, learning nature/environment practices may provide a means for improving communication competency with their peers As students are taught to wonder about the natural world and investigate phenomena, explicit instruction in scientific practices might provide students with 80 Environmental education toward competency development for students with intellectual disability at… communication challenges a structure for working collaboratively in groups, sharing ideas, and discussing outcomes To realize these benefits, it is critical to identify effective ways to teach nature/environment practices to students with ID Byexploring environmental issues, engaging in problem solving, and taking action to improve the environment, all individuals including students with ID who have many adaptive skills challenges develop a deeper understanding of environmental issues and increase their competency to make informed and responsible decisions One challenge of a teacher is finding ways to be accessible to all learners in the classroom, especially those with ID The following strategies provide best practices for engaging students with ID through many representations of content To fully engage students with adaptive skills challenges within EE to develop their competencies, we are aligned to introduce peer-assisted learning strategies and other specific techniques as well as collaboration 2.4.1 Using Peer – assisted learning strategy in engaging students with ID into EE activities Many researches pointed out that Peer-assisted learning strategy is an evidence-based intervention for students especially in engaging students in less structured outdoor settings [24] The use of cooperative learning strategies in EE and various settings can enhance students’ success based upon the sub-sequent meaningful conversations, social supports and friendships [25] The Peer-assisted learning strategy approach allows teachers to match academically diverse students, while also considering specific instructional needs Often, teachers simply pair students based upon ability, which prevents full access and engagement in the lesson By utilizing the Peer-assisted learning strategy approach, the teacher will place students with ID into groups with other students, then provide them with a collaborative task During the task, the teacher can observe to identify student behaviors throughout class Some questions should be answered by the teachers; for example, all students have their own ideas, each of them asks a question before exploring, the pair discusses to their questions prior to exploring, both partners give compliments to others while exploring, they also can express their explanations, and they can evaluate what they have done after discussion 2.4.2 Using specific strategies for environmental education activities Students with ID instructed by activities-based learning in EE could gain valuable knowledge about the world and improve their successful functioning into the real world Additionally, it could be an important pathway for enhancing their problem-solving skills [26] which are associated with the education context Due to the limitation of our research, the paper temporarily introduced several essential specific strategies which could be applied to organize some EE activities for children with ID at 5th grade in inclusive classrooms, those are small steps, visual instructions, and hands-on activities - Small steps: One such strategy is to break down learning tasks into small steps Each learning task is introduced, one step at a time help students with intellectual disabilities to avoid overwhelming Once the student has mastered one step, the next step is introduced This is a progressive, step-wise, learning approach For students with an intellectual disability, breaking down each learning task into small, easy-to-digest steps can be invaluable Teachers can modify their existing curriculum by introducing each learning task as a series of short, individual actions instead of looking at the bigger picture This step-wise approach is the basis of many different learning models for all kinds of students, with each step and level of investment varying according to the specific requirements of the individual student - Visual instructions: Visual instructions about a task or behavior may help support not only students with ID but also other students in the classroom Consider demonstrating the 81 Nguyen Ha My*, Tran Thi Bich Ngoc and Nguyen Minh Phuong task/behavior, or asking another student to demonstrate, teachers could also use a visual schedule, poster or video to outline or model the task Visual aids can enhance and reinforce the message of an individual presentation They help to illustrate concepts and connect ideas with real-world problems [27] Following are some visual aids that are very effective for presentations: o Familiar objects are things that are used in people’s daily lives, in nature or that they have in their homes o Pictures such as slides, photos, drawings, or posters that can help students to visualize the environmental or nature topic o Models, charts, graphs, diagrams and maps are very useful tools to illustrate abstract ideas, and steps in a process without having to use a lot of words about nature or environment o A chalkboard or a whiteboard with non-permanent markers enables the educator to write keywords and draw and change a graphic using different colors during the presentation o Flipcharts are large sheets of paper that can replace the chalkboard or whiteboard o A pinboard can help you to show your learners’ ideas easily by pinning ideas written on cards on the pin board o An overhead is a very common visual aid that can be used when there is electricity It is a simple and relatively inexpensive medium for presentation By using an overhead, you can easily draw and write whatever you want on transparencies and show them to your learners The visual world and what is directly in front of the student are important factors in teaching a student with ID They tend to best in environments where visual aids or support is provided, whether it’s to learn specific subjects or to map their completed progress The use of charts with ID students has proven to be highly effective, especially in combination with direct, immediate feedback - Hand-on/practical activities: Most people are kinesthetic learners This means they learn best by performing a task “hands-on.” This is in contrast to thinking about performing it in the abstract Students with ID are known to individually struggle with abstract concepts, making some traditional teaching styles incompatible with their specific challenges A hands-on approach is particularly helpful for students with ID They learn best when information is concrete and observed Use manipulatives when teaching about environmental/natural contents Take field trips to the forest or garden to give students a meaningful experience When students are able to make real connections to the world around them, or physically explore a concept, the knowledge will stick with them 2.4.3 Collaborating to assistant resources Many instructors feel over-whelmed by the idea of taking students with ID outside to engage in EE lessons By initiating cooperation with other resources, teachers are more likely to meet specific behavioral and academic needs during indoor or outdoor learning time - Collaborating to Educational support workers: Almost teachers feel stressed in managing students with disabilities in either indoor or outdoor activities They need to have another source to support them in engaging students with ID into lessons and an educational support worker can be their partner to deal with various situations in organized environmental education activities Educational support workers were firstintroduced in Law of persons with disabilities 2011 [28], and was a promulgated title in Circular 19/2016 of Ministry of Education and Training Their roles are to assist teachers to take care and educating students with disabilities in general and students with ID in particular By discussing to educational 82 Environmental education toward competency development for students with intellectual disability at… support workers before making lesson plans about an environmental issue, teachers could raise some new useful ideas on contents, methods, facilitators andsome adjustments for students with ID in their classroom The collaboration helps them predict various of things that may happen during EE lesson, which creates flexibility in their practices Additionally, educational support workers are assigned by teachers to observe and manage behaviors of students with ID during EE lessons Recognizing antecedent for an undesired behavior is an important part of behavioral management strategies as well as how to deal with those behaviors all affect to a success lesson So far, it is essential to have a good and respectful collaboration and sharing culture between teachers and educational support workers in EE practice - Collaborating with Parents: An inclusive education system provides all students with the most appropriate learning environments and opportunities to realize their potential including disadvantaged students Recognizing parents as an integral part of their child's education and welcoming their involvement in the learning community can lead to solutions and open communication between parents and teachers Roberts and Kaiser (2011) classified the benefits of parental involvement into categories: to meet parental information and emotional needs concerning to the children’s education, use parents as change agents and benefit from parents as a source of information regarding the students [29] Collecting data from parents of students with intellectual disabilities on students’ interests or fears of the environment, teachers can provide appropriate EE activities Teachers and parents need to collaborate to identify what areas of students’ development need attention and determine together appropriate goals and objectives to achieve Further involving parents in EE activities to support their children such as taking field trips together, managing behaviors, providing some learning materials or resources is an effective impact on stimulating children’s intellectual, social and even physical development Furthermore, the collaboration could also reinforce the teacher’s efforts as teaching students with intellectual disabilities requires repetitive and remedial teaching Conclusions In summary, environmental education has been transformed and progressively extended its objectives towards the sustainability of development is an educational and cultural process through which subjects build knowledge and develop competencies, attitudes, and values that allow all students to understand the environmental and socio-cultural reality in order to establish a responsible relationship with the environment and implement actions to address environmental problems Students with intellectual disabilities despite of academic functioning and adaptive skill impairments could gain valuable knowledge about the world and improve their competency through EE activities EE contents at 5th grade in the 2018 GEP was integrated in two ways: direct orientation with the lessons/activities and EE related orientation with lessons/activities Teachers could integrate some competency-based EE contents as follows: dealing with climate change, protecting animal diversity, protecting the ecosystem, protecting water resources and other resources, etc for all students including students with ID In order to fully develop students’ strengths and competencies in EE program, the paper introduced some accommodation and adaptation strategies for teachers to enhance the competency of students with intellectual disabilities at 5th grade in environmental education, focusing on 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