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MINISTRY OF EDUCATION AND TRAINING HANOI NATIONAL UNIVERSITY OF EDUCATION HO SY HUNG EDUCATING COMMUNICATION SKILLS FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES - YEARS OLD THROUGH ORGANIZING ROLE-PLAY AT KINDERGARTENS Major: Pedagogy (Early childhood education) Code: 914.01.01 SUMMARY OF DOCTORAL THESIS IN EDUCATIONAL SCIENCE HÀ NỘI - 2020 The work was completed at: HANOI NATIONAL UNIVERSITY OF EDUCATION The scientific instructor: Assoc Prof Dr Ngo Cong Hoan Assoc Prof Dr Bui Thi Lam Reviewer 1: Prof Dr Nguyen Thi Hoang Yen National Acedamy of Education Management Reviewer 2: Assoc Prof Dr Pham Minh Muc The Vietnam National Institute of Educational Sciences Reviewer 3: Assoc Prof Dr Do Thi Minh Lien Hanoi National University of Education The dissertation will be defended in the Council of University-level thesis evaluation at Hanoi National University of Education at hour date month, 2020 The dissertation can be found at the library: - National Library, Hanoi - Library of Hanoi National University of Education INTRODUCTION THE NECESSITY OF THE RESEARCH 1.1 The United Nations Convention on the Rights of the Child (UN, 1989) and the Salamanca Declaration (Spain, 1994) have affirmed that: Everyone, every child, regardless of disability or non-disability has the right to have the best education, it shows that inclusive education (IE) is an indispensable in the current period The purpose of inclusive education is to narrow the gap between disabled and nondisabled people, ensure that people with disabilities participate fully in educational activities and make positive contributions to the community 1.2 Currently, children with mild intellectual disabilities (IDs) 5-6 years old have been taught to integrate and participate in activities with their peers at preschools Organizing educational activities will help children with mild intellectual disabilities (IDs) 5-6 years old overcome barriers in life, maximizing their potential This is an issue that needs attention and guidance for teachers 1.3 For children, communication is one of the most important developmental areas and is closely related to other developmental areas such as language, cognition, affection, aesthetics and social skills Communication is considered the first basis, the basis of children's awareness and personality formation Teaching communication skills for children with disabilities to help children participate in activities with friends and adults is an important educational content in kindergarten Communication difficulties are one of the most noticeable characteristics of children with mild IDs, it is difficult for children to fully express their needs and feelings to those around them 1.4 Play is a major activity for preschoolers aged - years old and is an important condition for children’s development Organizing games, especially roleplay not only satisfies the needs for playing but also a means to help children develop comprehensively 1.5 Inclusive education for children with disabilities in general and children with disabilities in particular has been implemented in most provinces and cities, so far it has been attracting the attention of many researches In addition, the teaching of communication skills for children with mild intellectual disabilities in preschools has also been paid attention, but its effectiveness has yet to meet the goal of educating children with disabilities The thesis "Educating communication skills for children with mild intellectual disabilities 5-6 years old through organizing role-play in preschools” is selected to meet the practical needs of education in preschools where children with mild IDs learn to integrate RESEARCH PURPOSE Based on theoretical and practical research on communication skills education for children with disabilities aged to years old, propose measures to educate communication skills for children with IDs 5-6 years old through organizing roleplay at preschools, helping children can communicate in preschool activities OBJECTIVES AND SUBJECTS OF THE STUDY 3.1 Research object The process of teaching communication skills to children with mild IDs - years old 3.2 Research subjects Methods of teaching communication skills to children with mild IDs - years old through organizing role-play in preschools SCIENTIFIC HYPOTHESIS Role-play is a mean with many advantages to educate communication skills for children with mild IDs 5-6 years old to integrate in kindergarten Proposing and applying measures in the organization of role-play in the direction of creating an environment, situations that stimulate communication and interaction between children with disabilities and their peers in play groups Individual supporting for children with disabilities in practicing communication skills during playing process will improve the communication skills of children with IDs 5-6 years old in an inclusive education environment RESEARCH MISSION 5.1 Researching the theoretical basis of teaching communication skills for children with IDS - years old through organizing role-play 5.2 Researching the situation of teaching communication skills to children with IDs 5-6 years old through organizing role-play in preschools 5.3 Proposing and piloting some methods of educating communication skills for children with IDs 5-6 years old through organizing role-play in preschool LIMITS OF RESEARCH SCOPE - Limiting the number of participants surveyed: 35 children with mild disabilities 5-6 years old, 150 teachers at kindergartens with children with mild disabilities 5-6 years old - Regarding research content: Researching and proposing some methods of educating communication skills for children with learning disabilities 5-6 years old through organizing role-play - The research area: Studying the current situation and pedagogical experiment in some kindergartens in Thanhhoa province - Experimental organization in kindergartens in Thanhhoa city APPROACH AND RESEARCH METHODS 7.1 Approach Methods The topic is based on different approaches to select research-oriented methods for the teaching communication skills for children with disabilities from to years old through organizing role-playing, including approaches such as: approach to inclusive education, operational approach, development approach, personalization approach, practical approach 7.2 Research Methods 7.2.1 Group of theoretical research methods Research documents related to the thesis to collect, synthesize and generalize information Using methods of analysis, synthesis, classification and systematization theory to build theoretical basis of the thesis 7.2.2 Group of practical research methods Method of investigation by questionnaire; Pedagogical observation method; Interview method; Case study method; Experimental method of pedagogy 7.2.3 Mathematical statistical methods Using data processing method using SPSS 20.0 software in the statistics and analysis of research data obtained by the topic SCIENTIFIC THEORETICAL POIT TO PROTECT 8.1 Children with mild IDs - years old have some limitations on communication skills however they can be educated and developed communication skills for children in inclusive education environment 8.2 Role-play is a mean with many advantages to educate communication skills for children with mild IDs 5-6 years old Organizing role-play in inclusive kindergarten affects the development of communication skills of children with IDs 8.3 Measures to organize role-play in the direction of creating an environment, situations that stimulate communication, interaction between children with IDs and their peers in groups, individual support for children with disabilities to practice communication skills during play process will help children with mild IDs 5-6 years old develop communication skills such as: Pay attention to listen, turn taking, understanding language; using nonverbal elements, and using language NEW CONTRIBUTIONS OF THE THESIS 9.1 Theoretical Contributions Contributing to enriching the theoretical basis for education communication skills for children with mild IDs 5-6 years old through organizing role-play 9.2 Practical Contributions - Clarifying communication skills for children with mild IDs 5-6 years old through organizing role-play - Develop some methods of educating communication skills for children with mild IDs 5-6 years old through organizing role-play in preschools 10 STRUCTURE OF THE THESIS Chapter 1: Overview and theoretical basis of teaching communication skills for children with mild IDs 5-6 years old through organizing role-play at preschool Chapter 2: Practical basis of teaching communication skills for children with mild IDs 5-6 years old through organizing role-play at preschool Chapter 3: Methods of educating communication skills for children with mild IDs 5-6 years old through organizing role-play and pedagogical experiments CHAPTER 1: OVERVIEW AND THEORETICAL BASIS OF EDUCATING COMMUNICATION SKILLS FOR CHILDREN WITH MILD INTELLECTUAL DISABILITIES - YEARS OLD THROUGH ORGANIZING ROLE PLAY 1.1 OVERVIEW OF RESEARCH ISSUES Since the mid-twentieth century, the education of Knowledge-based children has attracted the research interest of scientists in many countries around the world These studies are all aimed at the general purpose of helping the community to be more fully aware of children with disabilities as well as finding supportive measures to bring the best development opportunities for children Many researchers have focused on research and communication issues and ways to develop communication skills for children with disabilities, playing games for the teaching communication skills for children with disabilities From the research works of the researchers in the world and in Vietnam we summarize some of the following major research directions: 1.1.1 Studies on communication skills of children with mild intellectual disabilities 5-6 years old 1.1.2 Research on ways of educating communication skills for children with mildintellectual disabilities 5-6 years old 1.1.3 Research on games for children with mild intellectual disabilities 1.1.4 Studies on the relationship between playing and educating communication skills of children with mild intellectual disabilities 5-6 years old Summary of research works on teaching communication skills for children with mild IDs 5-6 years old through organizing role-play, the thesis gives some notable points as follows: Research has affirmed the importance of communication skills to the development of children, and shows the relationship between communication skills and the development of other skills Research on communication skills of children with IDs 5-6 years old in the world has shown that children with mild IDs have some difficulties in communication, pointing out the difference in communication skills between children without disabilities and children with disabilities, and suggesting some measures of education and therapy for children with difficulties in communication Studies on how to educate communication skills for children with IDs have proposed some measures to support communication for children Research has shown play characteristics of children with IDs, the relationship between playing and developing communication skills 1.2 CHILDREN WITH INTELLECTUAL DISABILITY 1.2.1 Concept, diagnostic criteria and level of intellectual disability According to DSM - V, disability is a defect that occurs throughout the development process, including a lack of knowledge and appropriate functional, social, and practical performance 1.2.2 Developmental characteristics of children with mild intellectual disabilities 5- years old In children with mild disabilities, due to the effects of disabilities, their development is worse than that of children without disabilities and age across all domains, that effect is clearly manifested in motor skills, awareness, language, affection and social skills The development of children with mild disabilities also goes through stages like children without disabilities, but there are differences in developmental characteristics, differences are generalized in some main points such as: movement; cognition; language: communication skills; affection and social skills 1.3 Communication skills and education of communication skills for children with intellectual disabilities 5-6 years old Communication skills are the ability to make appropriate use of non-verbal and non-verbal means of communication, in order to help the communicating subject effectively implement the reception and exchange of information and emotions with subjects and next content 1.3.2 Communication skills education for children with mild intellectual disabilities 5-6 years old 1.3.2.1 Concept of communication skills of children with mild intellectual disabilities 5-6 years old Based on the concept of communication skills of children with learning disabilities in general, as well as based on the specific communication characteristics of children with mild disabilities, we understand that “communication skills of children with disabilities 5-6 years old are the ability to use reasonably well means of communication in linguistic and non-verbal ways to help children effectively realize the reception and expression of information and emotions with objects and content of communication 1.3.2.2 Characteristics of communication skills of children with mild intellectual disabilities 5-6 years old Firstly, children with mild disabilities 5-6 years old have some differences in the reception and use of spoken language Secondly, children with mild disabilities 5-6 years old have limitations when using non-verbal factors Thirdly, turn taking skills in communication 1.3.2.3 The concept of communicating communication skills education for children with mild disabilities 5-6 years old Teaching communication skills for children with IDs 5-6 years old is a process of purposeful and planned education of educators to help children use appropriate communication skills in verbal and non-verbal and effectively implement the reception and expression of information and emotions with objects and content of communication 1.4 Role-play for children with mild intellectual disabilities 5-6 years old 1.4.1 The concept and nature of role play Role-play is one of the most typical forms of play in preschoolers In particular, children can choose a specific role to recreate the actions of adults as well as their attitudes and relationships, thereby developing social functions in psychological life and develop children's personality 1.4.2 The structure of the play When studying role- play of preschoolers, most researchers agreed on the structure of role-play including elements such as playing themes; play content; playing role; actions; toy utensils; imaginative situations (playing circumstances or imaginary circumstances); Children's relationship while playing These elements are closely related and complementary, in which role, content and context of the play are three particularly important components 1.4.3 Characteristics of playing games of children with mild intellectual disabilities 5-6 years old 1.4.4 The role of play for the teaching of communication skills for children with mild intellectual disabilities 5-6 years old The game plays a role in stimulating children with disabilities to actively communicate with their friends in the group With new play situations and content, children have the desire to join the game to satisfy their curiosity to explore the world around them By playing, create opportunities for children to interact positively with their peers in the play group, stimulate children to use communication means to maintain play content 1.5 Educating communication skills for children with disabilities 5-6 years old through organizing role-play in inclusive kindergarten 1.5.1 Inclusive education at preschool Inclusive education is the process of supporting all children, including children with disabilities, to access the educational environment with necessary and appropriate supports in inclusive classes where children live, helping them to have knowledge and skills to integrate into society 1.5.2 The concept of teaching communication skills to children with mild intellectual disabilities 5-6 years old through organizing role-play Measures of teaching communication skills to children with mild intellectual disabilities 5-6 years old through organizing role-play is the specific effect of teachers in the process of organizing games to educate communication skills for children with mild intellectual disabilities - years old The ability to pay attention to listening, alternating, listening, understanding languages and using non-verbal factors to receive and express information and emotions with different objects and content of communication in the game 1.5.3 The meaning of educating communication skills for children with mild intellectual 5-6 years old through organizing role-play Teaching communication skills for children with mild disabilities helps children become more confident when participating in the role-playing process In addition, helps children with disabilities will actively interact with their friends in the play group Moreover, the teaching of communication skills for children with disabilities should also be of great significance to establishing children's relationship, children actively interact with their peers, they use language to maintain play content, they develop some important skills such as listening, using language, understanding language, these are essential skills to expand the relationship among children, their peers in playgroup and teachers 1.5.4 The goal of educating communication skills for children with mild intellectual disabilities 5-6 years old through organizing role-play The goal of educating communication skills for children with IDs through roleplay also aims for children to be able to express non-verbal factors such as eyes, facial expressions, gestures during the role play In addition, children know how to with mild learning disabilities 5-6 years old through organizing role-play at preschool 2.2.1.2 Survey content - The reality of teaching communication skills to children with disabilities from 5-6 years old through organizing games of teachers - The reality of communication skills of children with mild disabilities 5-6 years old: the manifestations and the level of communication skills of children with communication skills such as: listening; turn taking; understanding language, using verbal and using non-verbal 2.2.1.3 Survey methods and tools ‫ ٭‬Survey methods: - Observation methods: Using observation cards during the organization of roleplay to evaluate the activities of preschool teachers in educating communication skills for children with disabilities from 5-6 years old in inclusive classes in preschools Using observation cards to monitor children's activities and record information about their children and their communication skills - Questionnaire: using the questionnaire to collect ideas from 150 teachers who teach at kindergartens with children with mild disabilities 5-6 years old on cognitive, methods of use, forms and level of communication skills of children - Interview method: using the interview form with managers and the preschool teachers about teaching communication skills for children with mild IDs - years old in inclusive classes in preschool ‫ ٭‬Tools and scales are as follows: Step 1: A set of assessment tools (observation sheets) of communication skills of children with mild learning disabilities 5-6 years old to integrate into preschools to assess the level of each group of communication skills of children Each criterion is assessed according to levels: Poor; Weak; Average; Good; Very Good Step 2: Use the toolkit for evaluation; Step 3: Analyze survey results 2.1.1.4 Survey area and survey object 2.2.2 Current situation survey results 2.2.2.1 The reality of teaching communication skills to children with disabilities from 5-6 years old through organizing role-play in preschools ♦ The awareness of preschool teachers about the importance of communication skills education for children with mild IDs 5-6 years old 11 The results of the investigation of learning skills about the importance of communication skills education for children with IDs - years old show that most teachers think that teaching communication skills plays an important role in educating children with disabilities today Therefore, educating communication skills for children with disabilities from to years old is one of the top goals in the process of organizing activities for children with IDs The results of this evaluation will be an important basis for the study of measures of teaching communication skills for children with mild Ids 5-6 years old through organizing role-play to achieve high efficiency ♦ The extent of using activities to educate communication skills for children with mild Ids 5-6 years old Results of a survey to evaluate teachers about activities to educate communication skills for children with mild IDs 5-6 years old shows that: The process of teaching communication skills to children with disabilities from 5-6 years old is conducted through many different ways and activities, they all have benefits However, based on the ability of children as well as the level of development of communication skills of children with IDs 5-6 years old, therefore, in addition to regularly creating opportunities for children to participate in many activities, especially educational activities education, but the advantages of such activities for the development of communication skills of children are evaluated by teachers at different levels ♦ Methods of educating communication skills for children with mild IDs 5-6 years old through role-play used by teachers From the results of the survey on communication skills education for children with IDs - years old through organizing role-play that the preschool teacher cares about and has used, it can be seen: Currently, teachers have been using relatively diverse methods of educating communication skills for children with IDs 5-6 years old through organizing role-play at preschools This proves that this is the content that receives a lot of attention from preschool teachers working in inclusive classes with children with disabilities They always want to find the best methods for children with disabilities to interact with classmates, looking for ways to stimulate children with IDs to actively interact among roles In particular, the measures that teachers are most interested in include measures: Stimulating children to use language and non-linguistic factors through roles, the method of playing with children, children disclosing communication skills and measures to develop 12 communication skills for children with learning disabilities based on the contents of the individual education plan ♦ Teacher evaluation of difficulties and advantages of teaching communication skills to children with disabilities from 5-6 years old through role-play - Difficulties teachers encounter in educating communication skills for children with IDs 5-6 years old From the survey results about the difficulties teachers are facing in educating communication skills for children with disabilities through role-play that can be seen, in order to achieve the goal of educating communication skills for them to integrate in preschool, step by step overcome these difficulties in order to promote the advantages of an inclusive education environment and games in teaching communication skills for children with IDs 5-6 years old - Advantages of teachers in teaching communication skills for children with IDs 5-6 years old through role-play The above survey results show that: Teaching communication skills for children with IDs through role-play at preschools has also received the attention of most preschools, managers, teachers and their parents 2.2.2.2 Situation of communication skills of children with mild intellectual disabilities 5-6 years old ♦ General results about the communication skills of children with mild IDs 5-6 years old The results show that communication skills of children with IDs - years old are at an average level, many children are at a weak level, this have also been analyzed in the distribution table In general, most children can implement some simple communication skills, or rarely show communication skills and only with the support of teachers, or outside stimuli, can children show the communication skills Among 35 children with disabilities, the number of children with disabilities being evaluated is very good, that is, they can communicate close to that of children without disabilities, rarely or without the support of teachers and their peers ♦ The correlation between communication skills The results of the above correlation table show that, when considering the correlation coefficient r between communication skills groups, r is in the range from 0.59 to 0.92 and with 1% significance level, all values of the communication skills groups all have values within the allowed range (sig