Phát triển kĩ năng giao tiếp cho trẻ khiếm thị kèm rối loạn phổ tự kỉ 5 6 tuổi thông qua chơi TT TIENG ANH

MINISTRY OF EDUCATION AND TRAINING THE VIETNAM NATIONAL INSTITUTE OF EDUCATION SCIENCE NGUYEN THI THAM DEVELOPING COMMUNICATION SKILLS FOR CHILDREN WITH VISUAL IMPAIRMENT AND AUTISM SPECTRUM DISORDER 5-6 YEARS OLD THROUGH PLAY SUMARY DOCTORAL THESIS OF EDUCATION OF SCIENCE Hanoi – 2021 The thesis was completed at: Vietnam National Institute of Education Science Instructors: Associate Professor PhD Pham Minh Muc Associate Professor PhD Nguyen Xuan Hai Reviewer 1: Reviewer 2: Reviewer 3: The thesis will be defended in the thesis judging committee meeting at the Vietnam National Institute of Educational Sciences, 101 Tran Hung Dao, Hanoi at 8.30 AM at 6th October in 2021 Thesis can be found at: National Library in Viet Nam Library of Vietnam National Institute of Education Sciences INTRODUCTION Reasons for choosing the topic Research by Gates and Kappan (1985), Kirchner (1990), Rogow (1998) showed that about 49-60% of blind children have other disabilities Thus, the number of children with multiple disabilities, including blind children with autism spectrum disorder, accounts for a relatively large proportion They also need to enjoy the right to care, education, and social integration like other children of the same age According to many studies, one of the important issues that education needs to be concerned on children with visual impairments and autism spectrum disorder (ASD) is communication skills (Huebner, Prickett, Welch & Joffee, 1995) The children have less eye-to-eye contact, use gestures and gestures to interact with others Children are also limited in expressing their own emotions and understanding the emotions and feelings of the people they communicate with [8][48][72] Children are less proactive to initiate and have difficulty maintaining communication On the other hand, with the age of 5-6 years old, communication skills are one of the essential skills that need to be formed for children so that they can study and integrate at a higher education level Therefore, it is very important to develop communication skills for children with visual impairments and ASD 5-6 years old Studies confirm that through play, children with disabilities have the opportunity to develop language, cognitive, and social communication skills [52][59][76] Play always creates situations and contexts for children with disabilities to communicate and develop different skills in communication such as listening, feedback, and taking turns Participating in the game helps visually impaired children with autism spectrum disorders develop language, build confidence, reduce negative behaviors in communication situations [43][53][85] For the above reasons, we chose the topic: "Developing communication skills for children with visual impairments and ASD 5-6 years old through play" to research for doctoral thesis Research purpose Based on research and actual situation, the author proposes measures to develop communication skills for children with visual impairments and ASD 5-6 years old through playing, helping them omit to have better communication ability Research objects and population 3.1 Research population Communication skills of children with visual impairments and ASD 5-6 years old 3.2 Research objects The development process of communication skills for children with visual impairments and ASD 5-6 years old through playing Research hypothesis Communication skills of visually impaired children and ASD 5-6 years old are still limited and the development of communication skills for children also have many difficulties and inadequacies If it is possible to build measures to develop communication skills for children with visual impairments and ASD 5-6 years old through playing in a systematic, synchronous manner, suitable to the children's abilities, needs, and characteristics of communication skills and actual conditions of the schools, it will contribute to improving the results of the development of communication skills for children Research mission and scope 5.1 Research mission - Research on theoretical for developing communication skills for children with visual impairments and ASD 5-6 years old through play - Research on the current situation of communication skills and the situation of developing communication skills for children with visual impairments and ASD 5-6 years old through play - Proposing measures to develop communication skills for children with visual impairments and ASD 5-6 years old through playing Besides, conducting experiments measures to confirm the scientificity and research hypothesis of the doctoral thesis 5.2 Research scope - Limit of research content: The thesis focuses on studying 06 groups of communication skills of children with visual impairment and ASD 5-6 years old, the following skills: Group of skills to focus attention and listen, group of skills to make choices, love request and refusal, skill group to understand and provide more information, group of skills to control emotions, group of skills to interact, integrate into groups, skills to identify and adjust distances and postures when communicating - Limit of survey audience + 30 children with visual impairments and ASD 5-6 years old (blind children and mild and moderate autism spectrum disorder) + 60 administrators and teachers at education centres for children with visual impairments and ASD - Limited research area: Intervention centers, specialized schools, Centers for supporting the development of inclusive education have been implementing care and education activities for children with visual impairments with autism spectrum disorders century - Research period: From January 2018 to November 2020 Research methods and approaches 6.1 Research approaches - Activity approach (active communication and active play) - Developmental approach - Overall approach - Personalized approach 6.2 Research methods 6.2.1 Theoretical research methods 6.2.2 Practical research methods Questionnaire method; Test method; Interview method; Professional method; Observation method; Case Study; Experimental method 6.2.3 Methods of data processing by mathematical statistics Defended arguments 7.1 The combination of visual impairment and ASD affects the development of children's communication skills 7.2 Organizine play in different forms is vital to encourage the participation of children with visual impairments and ASD 5-6 years old and strengthen communication skills for them 7.3 Implement a combination of ways to develop communication skills through play should match with the abilities, needs, characteristics of communication skills and play skills of children with visual impairments and ASD 5-6 years old On the other hand, it also suit of practical conditions of special educational centres to create opportunities for children to develop basic communication skills and contribute to enhancing social integration New contributions of the thesis 8.1 Theory - Contributing to building and expanding the theoretical framework on children with visual impairments and ASD 5-6 years old Systematizing some theoretical issues of developing communication skills for children with visual impairments and ASD 5-6 years old through play - Theoretical issues on measures to develop communication skills for children with visual impairment and ASD 5-6 years old through play based on the child's specific characteristics and the suitability with the educational environment in the study areas, contribute to enriching reference materials for special education and training institutions 8.2 Practices - Assessing the level of communication skills of children with visual impairment and ASD 5-6 years old through research in several cases at care and educational institutions - Providing a real picture of the development of communication skills for children with visual impairment and ASD 5-6 years old through play in order to researchers, educators, students and parents have database practices in researching, teaching, and supporting children in special education - Building measures to develop communication skills for children with visual impairment and ASD 5-6 years old through systematic, scientific play and pedagogical testing on 03 children The system of measures to develop communication skills for children through play is a reference document that teachers and parents can use in the educational process for this group of children Thesis structure Besides the introduction, conclusions, and recommendations, list of references and appendices, the thesis is structured into four chapters: - Chapter 1: Theoretical basis for developing communication skills for children with visual impairment and ASD 5-6 years old through play - Chapter 2: The reality of developing communication skills for children with visual impairment and ASD 5-6 years old through play - Chapter 3: Measures to develop communication skills for children with visual impairment and ASD 5-6 years old through play - Chapter 4: Experimenting with measures to develop communication skills for children with visual impairment and ASD 5-6 years old through play CHAPTER THEORETICAL BASIS ON DEVELOPING COMMUNICATION SKILLS FOR CHILDREN WITH VISUAL IMPAIRMENT AND AUTISM DISORDER 5-6 YEARS OLD THROUGH PLAY 1.1 Research overviews 1.1.1 Research on education of children visual impairments (VI) and autism spectrum disorder (ASD) 5-6 years old - The thesis refers to the rate of children with visual impairment and autism spectrum disorder - Researching the effects of visual impairment and autism spectrum disorders on children's development - Research on goals, programs, methods, and factors affecting education for blind children with autism spectrum disorder 1.1.2 Research on developing communication skills for children with visual impairment and ASD 5-6 years old - Research on the characteristics of communication skills of visual impairment and autism spectrum disorders - Research on assessing communication skills of visual impairment and autism spectrum disorders - Research on how to develop communication skills for visual impairment and autism spectrum disorders 1.1.3 Research on play and the development of communication skills for visually impaired children with autism spectrum disorder 5-6 years old through play - Research on play skill characteristics of children with visual impairments and ASD 5-6 years old - The relationship between playing and developing communication skills for children with visual impairments and ASD 5-6 years old 1.1.4 Assessment of research overview - Researched issues: International and Vietnam studies have focused on giving different definitions of multi-disability, multiple-visual impairment, deaf-blindness, visual impairments with other disabilities; the rate of children with multiple disabilities and its effects on child’s developments The authors also analyzed the specific contents, programs, care and education for children with multiple disabilities Particularly, there have been studies that have pointed out problems related to characteristics of communicational skills, assessment of communication skills and the development of those for children with multiple disabilities, visual impairments and ASD - Issues that have not been researched yet + Age range of children with multiple disabilities is still wide: from 0-6 years old, 0-22 years old, from 5-11 years old without focusing on research in a specific age group In particular, there have been no publications in Vietnam related to the percentage of children with multiple disabilities in general, and children with visual impairments and ASD 5-6 years old + The characteristics, content, and methods of developing communication skills mentioned by the authors are common to all multi-disability, have not yet studied indepth study of each form of disability associated with visual impairment + In the world, there have been several studies on the assessment of communication skills of children with visual impairment and multiple disabilities, but these rating scales are for different ages, not focusing on specific ages, and there is no rating scale of disability associated with visual impairment (exception of deaf and blind children) In particular, there have been no studies on rating scales, contents, and methods to develop communication skills for visually impaired children with ASD 5-6 years old in Vietnam + Studies have also mentioned the influence of multiple disabilities on the development of all areas of blind children with multiple disabilities, but have not clearly analyzed the impact of factors on the development of communication skills of children with visual impairments and multiple disabilities, especially children with autism spectrum disorders 5-6 years old through play - Issues the thesis focuses on research + Research on the theoretical framework to the development of communication skills for children with visual impairment and ASD 5-6 years old through play + Research on the status of the level of communication skills of children with visual impairments and ASD 5-6 years old and the situation of developing communication skills through play in Vietnam + Proposing measures to develop communication skills for children with visual impairments and ASD 5-6 years old through play suitable of children and educational conditions in Vietnam 1.2 Common issues of children with visual impairments and ASD 5-6 years old 1.2.1 Definitions Children with visual impairments and ASD are children who have both visual impairments and ASD, the combination of these two disabilities affects the areas of development, children's life and learning activities but cannot use the education method specifically for visually impaired children or ASD 1.2.2 Cause of visual impairments with autism spectrum disorder Many factors lead to children with visual impairment and ASD, which can appear before, during and after birth In particular, the diseases that are prone to have visual impairments associated with ASD including: retinopathy of prematurity (ROP), cortical visual impairment (CVI), no eyeballs, Anaphthalmia and Optic-Nerver Hypoplasia 1.2.3 Criteria of identifying children with visual impairment and ASD There are four important criteria to identify child with visual impairment and ASD: (1) Visual (vision and visual field); (2) Language and communication; (3) Social interaction; (4) Behavior and ability to respond to sensory information 1.2.4 Effects of visual impairment and ASD on children's development Characteristics of psychophysiological development of visually impaired children with ASD 5-6 years old follow the general rule of children However, due to the influence of visual disabilities and ASD, children have their own psychological and personality characteristics Children's developmental stages are often slower than those of their peers This includes significant effects on children's speech and language development In addition, children also have many difficulties in perceiving the surrounding world, especially forming symbols and imagination 1.3 Communication skills of children with visual impairment and autism spectrum disorder 5-6 years old 1.3.1 Definition of communication skills - Skill is the use of knowledge and experience to perform actions to achieve a set goal - Communication is an activity of interaction between people to exchange information, emotions and realize social relations - Communication skills are understood as the effective performance of a specific action in the communication process by using knowledge, skills, different means and forms of communication to influence the communicator to achieve the set purpose - Developing communication skills is an impactful process to create a positive change in the level of a person's communication skills from unskilled to skilled at all levels 1.3.2 Characteristic of communication skills of children with visual impairment and autism spectrum disorder 5-6 years old - Being limited Understand and provide additional information during communication - Children have difficulty in focusing attention, limited in actively establishing bilateral attention and expanding communication topics - Children are less sensitive to emotions and feelings of caregivers and peers, have difficulty controlling their own emotions, understanding questions, and responding, are less likely to listen and wait for others when communicating - Children often tend to have little communication with friends in the classroom, not understand the rules when working in groups, and have difficulty being patiently and emotionally controlling when waiting for their turn - Visually impaired children with ASD show more difficulty understanding and using non-verbal language in communication Most children lack eye contact and use gestures and facial expressions In particular, children have difficulty in understanding the meaning of words and expressing by verbal language, instead of, children tend to use communication by actions, tactile symbols - Behavior of visually impaired children with ASD in communication: there are typical behaviors to attract the attention of people around, children rarely use communication to aim jointly create interactions with others or collect information - Due to limited vision, children with visual impairments and ASD also have difficulty in determining their own distance with communicators It is difficult for children to observe the correct posture when communicating with others, so they cannot imitate it 1.3.3 Assessing communication skills of children with visual impairment and ASD - Purpose and content: Determine the child's level of communication skills - Methods and forms: Direct evaluation and indirect evaluation - Tools to assess communication skills for children with visual impairments and ASD 1.4 Play and developing communication skills for children with VI and ASD 5-6 years old through play 1.4.1 Definitions * Games: Games are children's special activities, reflecting their interactions with the surrounding environment: objects, groups of friends, natural and social events; Games are considered as ways of organizing educational activities to solve goals and develop knowledge and skills for children to adapt to the reality of social life - Classification of games: This thesis chooses to approach the classification of games according to the purpose and genre of the game In which the purpose of games that the thesis uses is to develop communication skills for children * Play: According to the Vietnamese dictionary, play is an action that expressing participation in the game voluntarily, happily and comfortably, thereby achieving a certain purpose (relaxing, creating relationships, develop skills, etc.) * Game organization: Game organization is an arrangement of activities according to a structure to achieve the goals of games Play organization includes activities such as determining the purpose, content of play, specific play activities of children, interactions between children and participants in the play process 1.4.2 Playing characteristic of children with VI and ASD 5-6 years old - Characteristics of development of play stages: Children are delayed in playing stages compared to children of the same age, especially having difficulty in functional and imaginative play - The interaction with you and others in the play process, the forms of play: mainly play alone, difficult in associational and cooperative play with others - The ability to solve situations during play: Children have many difficulties handling situations that occur during play with friends 1.4.3 Steps of play organization for children with VI and ASD 5-6 years old Play organization for children with visual impairments and ASD 5-6 years old to develop communication skills needs to four steps: (i) Step 1: Prepare to play; (ii) Step 2: Make a game plan; (iii) Step 3: Proceed to play; (iv) Step 4: Evaluate the results of the game 1.5 The process of developing communication skills for children with visual impairments and autism spectrum disorder 5-6 years old through play 1.5.1 Purpose and significance of developing communication skills for children with visual impairments and autism spectrum disorder 5-6 years old through play Through encouraging children with VI and ASD to participate in differently organized play activities to suit their psycho-physiological characteristics, abilities and needs in order to develop children's communication skills It includes paying attention and listen skill, expressing needs, choose, refuse, understanding and providing more information, skills to understand and express feelings and emotions, skills to identify be distanced from the object to communicate with, alternately interact in the group 1.5.2 Contents of developing communication skills for children with visual impairments and autism spectrum disorder 5-6 years old through play In this thesis, the content of developing communication skills for children VI and ASD 5-6 years old is focused on six skill groups: (i) Focusing and listening skills; (ii) Group of using different forms of communication to express their needs; (iii) Skill group to understand and provide more information in communication; (iv) skill group to control emotions in communication; (v) Skill group rotation, group interaction; (vi) Group of skills to adjust posture and distance in the process of communication 1.5.3 Method of developing communication skills for children with visual impairments and autism spectrum disorder 5-6 years old through play There are many methods of developing communication skills for children with VI and ASD 5-6 years old; and the thesis focuses on analyzing the main methods: Developing communication skills through free play – Floortime; Developing communication through interactive play – INREAL; Developing communication through the play environment (Environmental Communication Teaching - ECT); Develop complementary and alternative communication/Total communication through play and practice practicing communication skills through play 1.5.4 Forms of developing communication skills for children with visual impairments and autism spectrum disorder 5-6 years old through play There are many different forms to develop communication skills for children with VI and ASD through play Within the thesis, it mainly refers to the forms that can be organized including through: (i) Through playing in individual lessons; (ii) Through playing in group lessons by topic; (iii) Through playing in fun activities, picnics; (iv) Through play in daily activities (mealtime, bedtime, pick-up time) The forms of playing can be implemented for visually impaired children with mental retardation at 5-6 years old to develop communication skills in the above forms such as: playing freely, playing alone with adults, letting children play with friends, playing in association, or play cooperatively with friends in small groups, large groups 1.5.5 Affecting factors on the development of communication skills for visually impaired children and autism spectrum disorder 5-6 years old through play There are subjective and objective factors affecting the effectiveness of the developing communication skills for children with VI and ASD However, the thesis focuses on analyzing objective factors (factors that affect children outside) Affecting factors on the development of communication skills for children with VI and ASD through play including: Classroom and school facilities (light, seating, play corners, ect.), utensils, toys, the interest, knowledge, skills and experience of the teacher, awareness, interest, support of the family, the cooperation between the family and the school (teachers and parents), the relationship between friends and family, friends in class, in school, program, content, time to develop communication skills for children Conclusion chapter one Children with VI and ASD are children who have both vision difficulties and problems related to communication, social interaction and behavior Particularly, the combination of these two visual impairments and autism spectrum disorder has caused significant limitations in children's communication with those around them Communication skills of children with VI and ASD has many different characteristics: the ability to focus and maintain attention, use language in communication (understanding and expressing in language), the ability to wait alternately when communicating, typical behaviors when communicating, difficulty understanding and expressing emotions Organizing play and developing communication skills for children with VI and ASD have a close relationship Through play, visually impaired children with ASD can easily access activities to implement basic communication skills Developing communication skills for children with VI and ASD through play needs to be researched with reality of children, class characteristics and support programs that centers, schools are implementing In order to develop communication skills suitable for children with VI and ASD through play, it is necessary to research specifically and propose measures and implementation methods for teachers to easily apply execution of communication skills (Reference 6) Table 2.6 Comparison between levels of execution between genders of visually impaired children with ASD 5-6 years old 2.2.4 Comparison between levels of execution of visually impaired children with ASD aged 5-6 about their verbal and non- verbal Levene testing analysis: Value of Sig in Levene testing of Criteria 1, 2, and (testing F) > 0.05 showed that the variance of both overalls was identical Independent-samples T-test: p (Sig (2-tailed) < = 0,05 should have a statistical difference in the level of execution of criteria 1, 2, (skill group) with a possibility of children with verbal and nonverbal (Reference 6) Levene testing analysis: The value of Sig in Levene testing of criteria 3,5, and (testing F)