Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.Phát triển kĩ năng nói cho học sinh lớp 1 có khó khăn về nói học hoà nhập.
MINISTRY OF EDUCATION AND TRAINING VIETNAM INSTITUTE OF EDUCATIONAL SCIENCES NGO THI PHUONG TRA DEVELOPMENT OF SPEAKING SKILLS FOR GRADE STUDENTS WITH SPEAKING DIFFICULTIES IN INCLUSIVE LEARNING Major: Theory and methodology of Teaching Code: 9.14.01.11 SUMMARY OF DOCTORAL THESIS Hanoi, 2023 The thesis was completed at: The Vietnam Institute of Educational Sciences Supervisors: Assoc Prof Dr Tran Thi Hien Luong Dr Vuong Hong Tam Reviewer 1: ……………………………………… ……………………………………… Reviewer 2: ……………………………………… ……………………………………… Reviewer 3: ……………………………………… ……………………………………… This thesis shall be defended at the Thesis Examination Committee at the institute level, The Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao street, Ha Noi, at ……… h……… dated ……… year ……… This thesis is available at: - The national library of Vietnam - The library of the Vietnam National Institute of Educational Sciences AUTHOR’S PUBLICATIONS RELATED TO THE THESIS Ngo Thi Phuong Tra (2015), Some measures to develop speaking skills for children with difficulties in speaking, Journal of Educational Sciences (ISSN 0868 - 3662), Issue 118, pp.44-48 Ngo Thi Phuong Tra (2017), Specialized education – Inclusive education: The measure assisting disabled children at schools, Journal of Education and Society (ISSN 1859 - 3917), Issue 79, pp.48-51 Ngo Thi Phuong Tra (2019), Some tools for recognition of children with difficulties in speaking, Vietnam Journal of Educational Sciences (ISSN 2615 - 8957), Issue 19, pp.92-97 Ngo Thi Phuong Tra (2022), Detection and recognition tools of speech difficulty for pupils with impairment, Journal of Education and Society (ISSN 1859 - 3917), Special Issue, pp.72-82 INTRODUCTION Rationale 1.1 Speaking skill plays an important role for elementary school students, especially first graders Language is a tool for communication and thinking and language communication is an activity that occurs frequently, most commonly in daily life and in all areas of human activities In language communication activities, people can both receive information from others and respond to their own opinions It is this feedback that is the condition for the communicators to adjust the communication content accordingly to achieve the highest efficiency To give good feedback, communicators must equip themselves with many types of skills, among which speaking skills can be considered the most important Speaking is one of the four human language skills, considered as a particularly important tool for cognitive development, learning support, personal development, participation and contribution to the society, simply to help people live and live happily For each student, communication activities not only take place in the school but also in the family and the social community Schools play an important role in the process of training students’ communication skills Among various means of communication, language communication is the most effective way to be done through the skills of listening, speaking, reading, and writing, and when applied in communication, the skills of listening, speaking, reading, writing has a qualitative transformation and creates personal speech competence (listening competence, speaking competence, reading competence, writing competence) Therefore, teaching spoken and written language needs to take communication as the medium and in order to choose an appropriate teaching method, it is necessary to take communication as the goal Within the research scope of the thesis, we only focus on studying one skill that greatly affects the formation of communication competence, which is speaking Speaking skills play an important part in helping elementary school students in general and Grade students in particular successfully complete reading, writing, speaking and listening activities Grade students who speak well will help them express their thoughts clearly and coherently as well as contribute to the construction of the lesson Children already know how to speak before entering Grade 1, but in order to coherently express their thoughts and feelings, they must be studied and trained according to a well-planned educational program at school 1.2 For Grade students with difficulties in speaking, the training and development of speaking skills to meet the requirements of Grade Program of Literature within the 2018 General Education Curriculum (called Vietnamese at primary level) is an urgent need If listening and reading are two important receptive skills, speaking and writing are two crucial productive ones Therefore, when it comes to one skill, we have to put it in relation to the rest of the skills In the stage of learning to speak, children often have some difficulties with pronunciation Most children will self-correct when the function of the vocal apparatus is more complete at the end of preschool In fact, there are still a large number of students entering Grade facing speaking difficulty Students with difficulties in speaking are not able to meet the requirements of the lesson They speak slowly, not speak in complete sentences, not speak clearly, pronounce incorrectly, and are not expressive Moreover, parents underestimate the difficulties of their children, so they not support and correct their children in time, leading to the situation that when children enter Grade 1, they still lisp, mispronounce, misread, and misspell If this situation continues for a long time, it will affect the psychological development and learning ability of the students Therefore, it is extremely necessary to detect early cases of students who have speaking difficulties from the first days of Grade Students with speaking difficulties have many limitations when participating social and academic activities The underlying cause is impaired pronunciation, speech fluency or voice disorders that negatively affect their communication, cognition and development of other skills To help children have the competence to conduct communication activities with friends, teachers, family members and the community, towards effective learning in an inclusive classroom environment that meets General Education Curriculum right from Grade 1, it is necessary to focus on developing children’s speaking skills In the tendency of fundamental and comprehensive renovation of education and training, the implementation of the 2018 General Education Curriculum is oriented to approach the competence and quality of learners The document of the 12th National Party Congress asserts: “Strongly shifting the educational process mainly from equipping knowledge to developing comprehensive competence and quality of learners; Learning goes hand in hand with practice, theory with practice” Communication competence is considered as a common competence that needs to be formed and developed for students In schools, Vietnamese is not only a “soul-nourishing” subject, but more importantly, a “tool” subject for students to learn other subjects and educational activities The teaching of Vietnamese must be towards the benefit of the learners because only when learners are interested and recognise the practical benefits of the subject will the goal of teaching Vietnamese be as effective as desired 1.3 Inclusive education is an optimal learning model for students with speaking difficulty The 2018 General Education Curriculum is established according to the orientation of competence development, focusing on the abilities and needs of students, towards the development of appropriate competences for students, including students with difficulties in learning to speak Taking care of students with speaking difficulties is a way of showing fairness in society, creating equal opportunities for students with special needs to participate in the educational process like any other normal children In the context of reforming the current curriculum and textbooks, we have only compiled the national curriculum and general textbooks for all students in the country Particularly for students with speaking difficulties to participate in inclusive learning, teachers need to make appropriate adjustments in teaching content, teaching methods, and assessment methods of students’ learning results to develop speaking skills In current primary schools, not a small number of students with difficulties in speaking participate in inclusive education; however, the vast majority of primary school teachers are not equipped with necessary and sufficient knowledge about inclusive education in general and teaching students with difficulties in speaking in particular Some training sessions for teachers only limit in briefly stating the children’s mispronunciation symptoms and briefly introducing language games for students Therefore, teachers not fully understand the process of teaching and developing speaking skills for students with speaking difficulties The source of materials on the contents and exercises of language treatment is not various, the sound correction for students has not been focused by teachers, if any, the supporting exercises only take place in a short time, thereby not producing desired outcomes Developing speaking skills for students with difficulties in speaking is an issue of interest for many different scientific disciplines such as Education, Special Education, Psychology, Speech Therapy, etc Each discipline has its own approach to intervention and treatment With the discipline of Education, the issue of developing speaking skills for students with difficulties in speaking has not been researched and integrated into the school subjects Teachers consider the process of forging speaking skills for students with speaking difficulties as a process separate from the general education curriculum and the ultimate goal to be achieved is that the students are able to overcome speaking difficulties The results obtained on age, incorrect pronunciation of students with difficulties in speaking as well as identifying therapeutic intervention procedures show that this issue is of great concern and need to be developed Due to the specific nature of the subjects with speaking difficulties, the intervention results and exercises were mainly applied by the therapists more than the teachers Within the limitations of time spent at school and the content of knowledge of the lesson to be achieved, it is difficult for teachers to fully perform sound correction exercises like intervention therapists The role of the primary school teachers in correcting the sound for students with difficulties in speaking is extremely important as the time students with the teacher is quite long Therefore, it is necessary to develop appropriate supporting measures and exercises for teachers to apply to students with speaking difficulties within their class Various activities such as individual interventions and joint activities can be organized for children to participate in Developing speaking skills for Grade students with speaking difficulties is even more important in an inclusive environment because this is a prerequisite for students to be able to participate in activities with their classmates in school for comprehensive development to higher education For all above reasons, we have chosen the topic of “Developing speaking skills for Grade students with speaking difficulties in their inclusive learning” with the desire to help teachers take measures to support students with difficulties in speaking to study Vietnamese effectively in inclusive education at primary schools and students with difficulties in speaking participate in learning effectively Research aims This study aims to propose some measures to develop speaking skills for Grade students with speaking difficulties in inclusive learning so as to improve their speaking skills, thereby helping them meet the goals of learning Vietnamese based on their competence and effectively participate in other educational activities in inclusive primary schools Objects, subjects and scope of research 3.1 Research objects: The process of teaching - learning and educational activities related to the development of speaking skills for Grade students with speaking difficulties 3.2 Research subjects: Measures to develop speaking skills for Grade students with speaking difficulties in inclusive learning conditions 3.3 Research scope The thesis researches on the theory and reality of developing speaking skills for Grade students with speaking difficulties with four subjects with speaking difficulties namely lisping, hard speaking, stuttering and tone disordering Among them, lisping is a typical group and accounts for a high number in the selected area for survey, impact research and pedagogical experimentation Therefore, the focus of this thesis is on in-depth research on Grade students with lisp in inclusive learning in Quy Nhon city, Binh Dinh province The first exclusion criterion on data collection is that problems related to dialects and disabilities (intellectual disabilities, hearing impairments, autism, etc.) are not within the scope of the thesis Scientific hypothesis If it is possible to identify the measures to develop speaking skills applied by teachers in Vietnamese lessons in the primary school inclusive learning: (1) Characteristics of students with lisp with all three types of physical, physiological and functional lisp; (2) Adjustments of teaching content and teaching methods to suit each group of students with lisp; (3) The classroom with inclusive education, the quality of teaching speaking skills for students with lisp will be improved Research missions 5.1 Identification of the theoretical basis of the topic (the conceptual system of tools, guiding theoretical perspectives and principles) and the orientation of methodology and research techniques related to measures to develop speaking skills for Grade students with speaking difficulties in inclusive learning 5.2 Analysis and assessment of the current situation of developing speaking skills for Grade students with speaking difficulties in inclusive learning of the teaching staff and the current situation of speaking skills of Grade students with speaking difficulties in inclusive learning 5.3 Proposal of some measures to develop speaking skills for Grade students with lisp in inclusive learning 5.4 Conduct of pedagogical experiments to verify the feasibility and effectiveness of measures to develop speaking skills for Grade students with lisp in inclusive learning proposed in the thesis Approaches and research methods 6.1 Approach: systematizing, personalization, inclusive education, ensuring objectivity and ethics 6.2 Research Methods The study used a combination of theoretical research methods and practical research methods, specifically: quantitative methods through educational sociology investigation; qualitative research through in-depth interviews; pedagogical observation; case study; pedagogical experiment Besides, two supporting research methods of expert and mathematical statistical methods were also deployed Contributions of the study 7.1 Theoretical contributions 7.1.1 The thesis has contributed to systematize and supplement basic theoretical issues on the development of speaking skills for students with speaking difficulties in inclusive teaching at primary schools, including: Analysing approaches in teaching Vietnamese for students with speaking difficulties in primary schools; Systematizing the basic concepts of speaking skills, teaching Vietnamese for primary students with speaking difficulties in inclusive learning; Clarifying some concepts such as students with speaking difficulties, inclusive learning at primary schools; The relationship between speaking skills of students with speaking difficulties and teaching Vietnamese in inclusive education environment 7.1.2 The thesis has also contributed to supplementing scientific evidences for development of educational curriculum for disabled students in general and students with speaking difficulties in particular in primary schools It identifies some teaching principles to develop speaking skills for Grade students with lisp in inclusive learning, serving as a basis for proposal of measures to develop speaking skills for this type of students in inclusive learning 7.2 Practical contributions - The thesis has deployed two popular toolkits for assessing speech sounds of Vietnamese-speaking children to provide a set of tools with adjustments to suit Grade students with difficulties in speaking in Quy Nhon city, Binh Dinh province The reliability of this toolkit has been tested by SPSS software - The thesis has described, analysed and made some comments on the current teachers’ awareness and the situation of developing speaking skills for Grade students with speaking difficulties in inclusive learning - Eight specific measures have been proposed to develop speaking skills for Grade students with difficulties in speaking in inclusive learning - The results of pedagogical experiments with three typical cases of Grade students with lisp have proved that the eight proposed measures in the thesis is a coherent and scientific learning system, ensuring reliability and suitability for Grade students with speaking difficulties in inclusive learning in the region of Quy Nhon city, Binh Dinh province - The proposed system of measures can be a useful reference source for teachers and students in the process of teaching and learning Vietnamese for Grade students with speaking difficulties in inclusive learning Organisation Beside the references and appendices, the thesis consists of 156 pages with the following contents: Introduction: pages Content consists of three chapters: Chapter Theoretical basis for developing speaking skills for Grade students with difficulties in speaking in inclusive learning (52 pages) Chapter Current situation of developing speaking skills for Grade students with difficulties in speaking in inclusive learning of Vietnamese in Quy Nhon city, Binh Dinh province (34 pages) Chapter Measures to develop speaking skills for Grade students with speaking difficulties in inclusive learning and pedagogical experiments (58 pages) Conclusion and Recommendations: pages Chapter THEORETICAL BASIS FOR DEVELOPING SPEAKING SKILLS FOR GRADE STUDENTS WITH SPEAKING DIFFICULTIES IN INCLUSIVE LEARNING 1.1 Overview of research issue 1.1.1 Research on developing students’ speaking skills 1.1.1.1 In foreign countries In general, studies on the development of speaking skills for students focus on two main viewpoints: (1) Developing speaking skills in Students with difficulties in speaking are those who have problems with the vocal apparatus or not have abnormalities in the vocal apparatus but have abnormalities (approximately 15%) in pronunciation, characterized by redundancy, lack or distortion of speech sound; fluency characterized by irregularities in fluency, rhythm, repetition of sounds; or a speech disorder characterized by abnormalities in pitch, timbre, intensity, duration, and quality of pronunciation, leading to difficulties in their learning and daily communication 1.2.4.3 Classification of speaking difficulties There are many ways to classify speaking difficulties Within the scope of the topic’s content, we choose four most common main types, including lisp (physical, physiological and functional), hard speaking, stuttering and tone disordering 1.2.4.4 Nature and degree of speaking difficulties Students with speaking difficulties has three distinct characteristics: speaking difficulties not disappear by themselves, but become increasingly severe instead; speaking difficulties not correspond to age, occurring both in children and adults (in speaking difficulties in adults are often more persistent than in children); speaking difficulties needs to be treated with medical therapy and special education Students with speaking difficulties are those who have pronunciation errors of over 15% or more of the total number of sounds, and these children need to be treated for tone correction 1.2.4.5 Causes of speaking difficulties - Due to pregnancy and childbirth of the mother; - Due to abnormal development of the body and senses; - Due to illness, drug use, injury; - Due to language environment and characteristics of care and education 1.2.4.6 Characteristics of Grade students with speaking difficulties The thesis focuses on unravelling characteristics of psychophysiological development, language development, communication skills of Grade students with speaking difficulties and identifying characteristics of this group of subjects 1.2.5 Requirements for developing speaking skills for Grade students with speaking difficulties in an inclusive learning environment 1.2.5.1 Inclusive Primary Schools The thesis has introduced the concept of inclusive education and inclusive primary schools, characteristics of an inclusive primary school 10 and effects of inclusive education on the development of speaking skills of students with speaking difficulties 1.2.5.2 Developing speaking skills for Grade students with speaking difficulties for inclusive learning in elementary schools Developing speaking skills for students with speaking difficulties is the process of creating a certain change (increase in quality) in a specific type of action, particularly in correct pronunciation practice, and at the same time developing speaking skills for students with problems with the vocal system who have had medical intervention or for healthy students without problems in the vocal system or hearing loss who experience speaking difficulties to effectively perform the act of speaking (making words) according to the requirements and purposes established From mastering the concept of developing speaking skills for students with speaking difficulties, we identify basic contents for development of speaking skills for Grade students with speaking difficulties in inclusive learning Conclusion Chapter Chapter has reviewed studies on the development of speaking skills for students with speaking difficulties in the world and in Vietnam; then analyzed and systematized basic theoretical issues of speaking skills and the development of speaking skills for Grade students with speaking difficulties in inclusive learning In addition, due to the nature of the research object, Chapter has proposed the concept of students with speaking difficulties, focusing on four common types of speaking difficulties (lisp, hard speaking, stuttering and tone disordering); indicated the nature, degree, and causes of various types of speaking difficulties This chapter also mentions psychophysiological development characteristics, language development characteristics, communication skills characteristics of Grade students with speaking difficulties and features for identification of this group of subjects In addition, we also explored the requirements for developing speaking skills for Grade students with speaking difficulties in inclusive schools, the concept of inclusive primary schools, specifying characteristics of an inclusive primary schools and the effects of inclusive education environment on the development of speaking skills for students with speaking difficulties From these bases, we suggested the concept of developing speaking skills for students with speaking difficulties and identified contents for development of speaking skills for Grade students with speaking difficulties in inclusive learning in elementary schools 11 Chapter CURRENT SITUATION OF DEVELOPING SPEAKING SKILLS FOR GRADE STUDENTS WITH SPEAKING DIFFICULTIES IN INCLUSIVE LEARNING OF VIETNAMESE IN QUI NHON CITY, BINH DINH PROVINCE 2.1 The 2018 Curriculum of Vietnamese at elementary schools and the development of speaking skills for elementary students 2.1.1 Determination of objectives of Curriculum of Vietnamese on content, teaching and assessment methods 1/ Objectives of the Curriculum of Vietnamese at primary level; 2/ Content and methods of teaching speaking in Vietnamese for primary school students; 3/ Content of assessment of speaking and listening activities 2.1.2 New features of the 2018 Curriculum of Vietnamese at elementary schools and the development of speaking skills for elementary students - The 2018 Curriculum of Vietnamese at elementary schools is the combination of listening and speaking skills The listening and speaking content is interlocked rather than separated like the 2006 Curriculum - In addition to the higher requirements for listening and speaking skills than the 2006 Curriculum, there is also a requirement for interaction between listening and speaking skills The focus on developing practical skills, competence, communication ability, etc has a direct impact on the selection of language, on more detailed regulation of speaking and listening levels, and on development of critical thinking - The 2018 Curriculum has reduced contents and requirements in Grade curriculum Careful examination of requirements for speaking and listening skills indicates a great integration of sub-skills [8, p.13] The 2018 Curriculum inherits the 2006 one with higher requirements in some contents Although the 2018 Curriculum has had many innovative points for students, there has not been a deep division for each subject with special needs, including students with speaking difficulties 2.2 Current situation of development of speaking skills for Grade students with speaking difficulties in inclusive learning 2.2.1 Survey organization 2.2.2 Survey results 2.2.2.1 Situation of developing speaking skills for Grade students with speaking difficulties in inclusive learning of the teaching staff 12 a Ability to recognize, determine the causes and classify the subjects of Grade students with speaking difficulties in inclusive learning class (Tables 2.4, 2.5) b Teachers’ perceptions of the importance of detecting Grade with speaking difficulties and the need to develop speaking skills for Grade students with speaking difficulties (Table 2.6) c Methods to overcome speaking difficulties teachers have been using in an inclusive class with students with speaking difficulties (Figure 2.1, Table 2.7) d Difficulties facing teachers when teaching Grade students with speaking difficulties (Table 2.8) 2.2.2.2 Situation of speaking skills of Grade students with speaking difficulties in inclusive learning a Identification of errors in pronunciation of dialects of students in Quy Nhon city, Binh Dinh province b Identification of Grade students with speaking difficulties (Table 2.9, Figures 2.2, 2.3) c In-depth survey of Grade students with lisp in inclusive learning (Table 2.10) d Factors affecting the development of speaking skills of students with lisp (Figure 2.4, 2.5) 2.2.2.3 Situation of awareness and actions of parents and other supporters in developing speaking skills for Grade students with speaking difficulties a Parents’ awareness and concern about their children’s speaking difficulties (Table 2.11) b Parent’ treatment approach on detection of children with speaking difficulties (Table 2.12, Figure 2.6) Conclusion of Chapter There have been many changes in the Curriculum of Vietnamese at primary level in order to develop students’ speaking skills The Curriculum has specified the requirements for language competence to be met in each grade However, achieving the goal of teaching Vietnamese to students with speaking difficulties set out in the curriculum is an urgent but not easy requirement With the 2018 Curriculum, based on predefined contents and depending on the circumstances and conditions, we can design appropriate reference books for each type of students This is a big 13 change of the curriculum; hopefully, it will help support students with speaking difficulties better and more effectively In the process of inclusive learning in primary schools, students with speaking difficulties all receive teacher’s attention Teachers have tried to select and apply a number of methods to support students with speaking difficulties However, most teachers have difficulties right from the object identification, particularly confusing one from another object, thereby misidentifying students with speaking difficulties as students with mental retardation and autism The cause of the above situation is due to the lack of training, retraining, expertise and sharing of teaching experience among specialized teachers and inclusive teachers Most of the teachers’ opinions focused on difficulties such as no in-depth training, no specific instructions, lack of documentation about students with speaking difficulties and direct instructions for them to easily apply in the teaching process, especially in correcting children’s disabilities Teachers have not been equipped with knowledge and skills about inclusive education for subjects with special needs in general and students with speaking difficulties in particular The number of students in the class is always very high, the time is limited, and there is no separate room for individual intervention hours, so the effectiveness of developing speaking skills for students with speaking difficulties is not high Parents’ coordination and support are very limited, not regular, and not unified, so the education of students is not continuous To assess the current situation of speaking skills of students with speaking difficulties, the author deployed two popular toolkits for assessing speech sounds of Vietnamese-speaking children to suggest a set of tools adjusted to suit Grade students with speaking difficulties in Quy Nhon city, Binh Dinh province The reliability of this toolkit was tested by SPSS software before it was officially used for the study A survey was conducted consisting two phases: the testing phase for measurement of the reliability of the toolkit and the official survey phase on a large scale of 1,402 students at six primary schools in Quy Nhon city Thirty-four subjects were screened to conduct in-depth surveys Among the four types of students with speaking difficulties classified in Chapter 1, students with lisp are dominant Three other types of students with speaking difficulties are very few; some subjects fell within the boundaries of students with mental retardation or autism Therefore, in order to ensure a high typical and practical level, the thesis 14 only focuses on researching and proposing measures for the group of subject that appeared with most frequency and with all three forms of expressions and with three different levels, who is the type of students with lisp presented in the next chapter of the thesis The survey results which were evaluated for reliability using SPSS software confirmed the reliability of the scale Chapter METHODS FOR DEVELOPING SPEAKING SKILLS FOR GRADE STUDENTS WITH LISP IN INCLUSIVE LEARNING AND EDUCATIONAL EXPERIMENTS 3.1 Some teaching principles to develop speaking skills for Grade students with lisp in inclusive learning 3.1.1 Principle ensuring that Grade students with lisp are the subject of teaching activities to develop speaking skills in inclusive classrooms 3.1.2 Principle ensuring that teaching contents to develop speaking skills must adhere to the goals and requirements of the 2018 Curriculum of Vietnamese at elementary schools 3.1.3 Principle ensuring that the practice and development of speaking skills are integrated with the teaching of listening, reading and writing 3.1.4 Principle ensuring development of speaking skills for Grade students with lisp in the process suggested 3.1.5 Principle ensuring that the value of science, individuality, efficiency, and feasibility brings practical value to developing speaking skills of Grade students with lisp in inclusive classrooms 3.2 Some measures to develop speaking skills for Grade students with lisp in inclusive learning Developing speaking skills for Grade students with lisp in inclusive learning is a process with different phases as shown in Figure 3.1 15 3.2.1 Phase 1: Planning of intervention to develop speaking skills for Grade students with lisp in inclusive learning 3.2.1.1 Measure 1: Identifying students with lisp 3.2.1.2 Measure 2: Setting goals and making individual educational plans for Grade students with lisp 3.2.1.3 Measure 3: Adjusting inclusive teaching of Vietnamese for Grade students with lisp 3.2.1.4 Measure 4: Building up a friendly and favorable communication environment for Grade students with lisp 3.2.2 Phase 2: Intervention with specific methods to help correct pronunciation errors for Grade students with lisp in inclusive learning 3.2.2.1 Measure 1: Practice of phonemic perception 3.2.2.2 Measure 2: Practice of vocal organs movement 3.2.2.3 Measure 3: Practice of Vietnamese phonemic pronunciation skills 3.2.2.4 Measure 4: Practice of speaking skills with correct words 3.3 Conditions for enhancing effectiveness of teaching to develop speaking skills for Grade students with lisp in inclusive learning 3.3.1 Building up teachers’ capacity to develop speaking skills for Grade students with lisp in inclusive learning 3.3.1.1 Method of storytelling 3.3.1.2 Method of reading practice 3.3.1.3 Method of practicing speaking according to topics, speeches, and presentations 3.3.1.4 Method of group cooperative learning in inclusive teaching of Vietnamese 3.3.1.5 Method of pair-work 3.3.2 Coordinating with educational forces in developing speaking skills for Grade students with lisp in inclusive learning School management board which consists mainly form teachers plays the role of connecting family, school and society; especially connecting students with students in the process of developing speaking skills for students with lisp 3.4 Pedagogical experiments We organized an experiment to apply measures to develop speaking skills for three Grade students of grade with lisp in inclusive learning at primary schools in Quy Nhon city, Binh Dinh province 3.4.1 Purpose of experiments 16 The experiments aim to verify the feasibility and effectiveness of measures to develop speaking skills for students with lisp in inclusive learning, thereby determining the concordance between the research results and the proposed scientific hypothesis 3.4.2 Experimental hypothesis It is assumed that the proposed groups of measures to develop speaking skills for students with lisp in inclusive learning in primary schools are suitable for students with lisp’s inclusive learning in some elementary schools in the urban Quy Nho city and surrounding areas, thereby increasing the effectiveness of educating students with lisp’s learning to speak 3.4.3 Conduct of experiments a Subjects of experiments: three students with lisp in the given survey list (see Table 3.2) b Official experimental period: academic year 2020 - 2021 c Experimental process - Step 1: Identifying the subjects of experiments - Step 2: Collecting information and creating personal profiles - Step 3: Designing a supporting plan - Step 4: Evaluating results of the experiments 3.4.4 Case studies and evaluation results 3.4.4.1 General information about case studies 3.4.4.2 Pre-experiment survey (see Tables 3.3,3.4,3.5) 3.4.4.3 Intervention planning (see Appendix 4) 3.4.4.4 Process of experiments 3.4.5 Experimental results Results of three assessments (pre-experiment, 4-month experiment and post-experiment) for Student 001, 005 and 016, respectively can be seen in Tables 3.6, 3.7, 3.8 and Figures 3.1, 3.2, 3.3 a Mã số 001 (Bảng 3.5) 17 b Mã số 005 (Bảng 3.6) c Mã số 016 (Bảng 3.7) 3.4.6 Conclusions of experiments As can be seen from Tables and Figures 3.1, 3.2 and 3.3, all of the three students with lisp have made certain progress after application of the proposed measures Especially, the two cases ofs 005 and 016 have achieved the standard of knowledge and skills required in the Vietnamese curriculum for Grade To test the reliability and effectiveness of the proposed measures, the study examined the difference between the scores before and after the experiment of three research cases using the correlation coefficient test formula (pearson) available in SPSS software The test results show that the difference between the results before and after the experiment is statistically significant with the correlation coefficient less than 0.05 (Appendix Test results of the three experimental cases) Therefore, it can be concluded that the measures proposed in Chapter and the intervention on all three case studies are effective 18 Conclusion of Chapter Clear identification of principles for developing speaking skills suitable for Grade students with lisp in inclusive learning has supported our proposal of eight specific measures for development of speaking skills for Grade students with lisp in inclusive learning In order to prove the scientific and appropriateness of the proposed groups of measures, we conducted experiments on three Grade students with lisp at three schools and obtained some positive results after a short time of intervention as follows: - The system of measures proposed in the thesis is effective in developing speaking skills for Grade students with lisp in inclusive learning The exercises based on analyzing the mouth shape into simple operations are easy to perform and suitable for Grade students with lisp in inclusive learning Noting the different characteristics of Grade students with lisp from normal ones, the exercises are combined with instructions of students to observe and interact with the interlocutor, thus leading to high efficiency for teaching Grade students with lisp The exercises have focused on the real difficulties of students, so they can be used for Grade students with lisp in inclusive learning in the area However, the characteristics of Grade students with lisp are very diverse, so it should be flexible in applying these exercises Based on principles for design of exercises, instructors need to apply these exercises in accordance with specific situation - The measures proposed in the thesis can be applied to the educational process for students with lisp, contributing to improving the quality of teaching Grade students with lisp It has been demonstrated that the three teachers of three students with intervention were no longer confused in correcting pronunciation errors for Grade students with lisp, and they easily implemented the step of making personal education plan for Grade students with lisp, and the coordination among teachers parents - schools and other forces has become smoother However, the level of application of the measures is different depending on different time and different student Teachers need to be flexible and creative so as to suit each practical situation Thus, over the time of conducting experiments on three Grade students with lisp in inclusive learning, the feasibility of the scientific hypothesis has been proven to a certain extent This has been confirmed by the correlation coefficient in the statistical analysis showing that there is a significant difference compared with the results of the assessment 19 before the experiment Through analysis and evaluation of the entire experiments, it can be initially confirmed that building up a system of measures to develop speaking skills for Grade students with lisp in inclusive learning is an appropriate and practical research direction, which great supports for education of students with lisp in particular and students with speaking difficulties in general CONCLUSIONS AND RECOMMENDATIONS Conclusion 1.1 From the overall picture of students with speaking difficulties, we have correctly identified students with speaking difficulties as those who show signs of decline in pronunciation ability characterized by redundancy, lack or distortion of speech sounds; a loss of fluency characterized by irregularities in fluency, rhythm, repetition of sounds, or disturbance of the voice characterized by abnormalities in pitch, timbre, intensity , the length, the quality of pronunciation, which bring them a lot of difficulties in daily learning and communication Within the scope of the thesis, this study selects four main popular types of lisp, hard speaking, stuttering and tone disordering for specifications of characteristics, features, causes and ways of recognition of each type 1.2 Clarifying the close relationship between Vietnamese subject in school and the development of speaking skills for students with difficulties in speaking On the basis of collection, synthesis and analysis of domestic and foreign scientific research related to students with difficulties in speaking and the education of speaking skills for students with difficulties in speaking, the thesis has affirmed that inclusive education environment is the most useful environment to help improve speaking skills of these students with difficulties in speaking Activities to develop speaking skills for individual students with speaking difficulties in Vietnamese class not only demonstrate characteristics of establishing teaching activities for students, but also support other subjects and at the same time not affect class activities and curriculum 1.3 To assess the current situation of speaking skills of Grade students with speaking difficulties, we have based on two popular toolkits for assessing speech sounds of Vietnamese-speaking children to design a set of tools with adjustments to suit the target students of Grade with speaking difficulties in Quy Nhon city, Binh Dinh province The reliability of this toolkit was tested by SPSS software before it was officially used for the study 20 The thesis has conducted a large-scale survey of 1,402 students at six primary schools in Quy Nhon city and screened 34 subjects to conduct an in-depth survey In parallel with the screening process, we also directly distributed interview sheets, discussed directly with classroom teachers and attended fifty teaching periods in experimental classes of three primary schools namely Kim Dong, Vo Van Dung and Ly Thuong Kiet The survey results reveal that, teachers realise the importance as well as the need to support students with difficulties in speaking The teachers are all willing to accept students with difficulties in speaking, and they are very interested in students with difficulties in speaking rather than discrimination However, the teachers have little experience in developing speaking skills for students with difficulties in speaking, lack of instructional materials to support them in school, so their educational activities have not shown the specificity aimed at improving the speaking skills of these subjects The survey results were also evaluated for reliability using SPSS software As a result, it can be confirmed that the measurement scale is very reliable 1.4 When conducting a survey in Quy Nhon city, it was found that students with lisp were dominant among the four types of students with difficulties in speaking and this group of students has three characterized expressions with three different levels Therefore, the thesis focuses on proposing measures to develop speaking skills for Grade students with lisp in inclusive learning The research on proposal of measures to develop speaking skills for Grade students with lisp in inclusive learning is conducted based on the characteristics of Grade students with lisp and the organization of teaching in primary schools Construction and adjustment of measures are flexible between individual students with lisp and their classmates, and there is a positive interaction among teacher, students with lisp and normal students Ordinary students are effective forces to help teachers successfully complete the suggested teaching plan Measures to organize educational activities of speaking skills education for Grade students with lisp in inclusive learning are built up to ensure the students’ central role in taking part in activities, creating friendships and active cooperation among students, thereby promoting the development of speaking skills for students with lisp 1.5 Experimental results with three typical cases for Grade students with lisp have proved that the eight specific measures studied and proposed in the thesis is a coherent and scientific system, ensuring reliability and suitability for Grade students with lisp in inclusive 21 learning in the area of Quy Nhon city, Binh Dinh province This has been confirmed by the correlation coefficient in the statistical analysis which indicated a significant difference compared with the results of the assessment before the experiment It was also found from the research that in order to establish a set of tools to screen students with difficulties in speaking and a system of measures to develop speaking skills for Grade students with speaking difficulties in inclusive learning is not an easy task Therefore, suggestions of experts, teachers and students’ progress and difficulties are essential bases for us to continue our adjustment, supplementation and completion of the system of measures to develop speaking skills for Grade students with speaking difficulties This is a meaningful research issue which brings about practical value for a number of Grade students with difficulties in speaking The studies in this thesis are only the first steps in the process of learning about the subject of students with difficulties in speaking In the future, we hope to continue to delve deeper into the problem of speaking difficulties at a broader and deeper scale to bring specific contributions to the target audience of students with difficulties in speaking, thereby helping them to integrate into the community Recommendations 2.1 For education and training management agencies It is necessary to have a broader and more comprehensive view with disabled students in general and students with speaking difficulties in particular, to help children with disabilities enjoy equal learning rights like other students; Create conditions for children with disabilities to learn, restore function and develop their own ability to integrate into the community; Mobilize disabled students to take part in inclusive learning, promptly advise families on early intervention measures, send children to inclusive schools or participate in specialized classes at specialized schools in the districts and cities; Well-equip the facilities, create favorable conditions for students to participate in inclusive learning; Pay considerate attention to inclusive education for children with disabilities The Ministry of Education and Training should make Inclusive Education a compulsory subject in tertiary pedagogical training system so that tertiary students are equipped with the minimum knowledge about students with disabilities; Bring the content of speaking skill education into the primary school teacher training program; Organize training courses to raise awareness and capacity of teachers in identifying and educating students with difficulties in speaking 22 Departments of Education and Training in the localities should have training sessions on each subject of disabled students every summer so that teachers have the opportunity to improve their knowledge and be equipped with useful educational methods for their teaching There is a need for a thorough and unified direction from central to local levels in converting specialized schools into centers and close coordination between specialized teachers and general teachers in inclusive education of students with disabilities It is advisable to praise, reward and promptly encourage teachers with achievements in caring and educating students with disabilities, creating a spreading effect in the education system and the whole community; Create a common forum for teachers to have the opportunity to share their experiences, knowledge and questions in the process of educating disabled students 2.2 For research institutions It is necessary to provide a set of standard surveys to help teachers and students easily recognise children with difficulties in speaking early and have timely intervention directions; Invest to have more in-depth research on students with difficulties in speaking, thereby building up reference materials, manuals, and systems of personal exercise to help teachers and parents of students with difficulties in speaking in the education of students with speaking difficulties 2.3 For general and specialized schools General and specialized schools should combine to provide the best support for disabled students Teachers need to have advice and guidance from specialized teachers in setting up the individual teaching plan for each students with difficulties in speaking Within schools, it is necessary to organize forums or professional meetings so that teachers can easily share their experiences of teaching students with difficulties in speaking Every year, schools should organize training for form teachers on inclusive teaching Schools need to pay attention and adjust the number of students with disabilities among classes to help teachers easily carry out supportive measures; Create maximum conditions for teachers to invest time and energy in the application of supporting measures as well as new methods and forms of educational organization to ensure effective implementation of the educational requirements established Schools needs to raise awareness of the teaching staff about the implementation of inclusive education for disabled students In addition, the school needs to well in propaganda for parents and the community to be aware of and understand the law, humanity, and compassion for children with special circumstances to help them integrate into the community It is necessary to ask parents of students with speaking 23 difficulties to participate in some educational activities with the schools so that they can accompany in the education of their children 2.4 For form teachers of students with speaking difficulties Teachers must have the spirit of knowledge self-improvement and self-study on inclusive education to better understand students with difficulties in speaking and especially measures to develop speaking skills for students with difficulties in speaking Each student with speaking difficulties has a separate individual teaching plan Therefore, the teacher must have a good coordination with him/her to gain a deeper understanding of the child, thereby making appropriate plans as well as applying appropriate measures and having practice at home for faster achievement 2.5 For parents of students with speaking difficulties Parents have not really paid enough attention, or parents are still psychologically burdened with the thought that their disabled children will be disadvantaged in learning or playing with their classmates Some parents even educate their children with spanking, which has a more severe impact on their children’s psychology Some other parents give full responsibility to teachers and schools Therefore, it is necessary to raise the awareness of parents about their importance in educating their children Parents need to be proactive in contacting and coordinating with form teachers in the education of students with difficulties in speaking because parents are role models in the use of language for students to imitate Children spend most of the time at home, so parents are the ones who have the most contact and have many educational opportunities for children Therefore, parents should regularly train children to speak correctly according to Vietnamese requirements in terms of pronunciation, word choice, sentence expression and intonation, attitude expression when speaking; Fully perform the rehabilitation exercises that teachers set out for their children to at home; Actively participate in activities organized by teachers and schools; Participate in training courses, fostering knowledge about students with difficulties in speaking to have the right view so as to find effective and appropriate measures to apply to their children At the same time, parents need to participate in forums to exchange, share information, practice skills in caring for education for students with difficulties in speaking to gain more experience in taking care of their disabled children 24