Tiếp cận sinh thái học trong giáo dục trẻ khuyết tật trí tuệ - một số vấn đề lí luận và thực tiễn

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Tác giả: Duy Chinh Vũ

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Giáo dục 2020

Mô tả vật lý: 15-19

Bộ sưu tập: Metadata

ID: 405934

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Phương pháp tiếp cận lý thuyết sinh học của Bronfenbrenner trong giáo dục trẻ khuyết tật trí tuệ ở Việt Nam chưa được triển khai rộng rãi. Chưa có nhiều công trình nghiên cứu được triển khai, đánh giá, tổng kết và đăng trên các tạp chí khoa học giáo dục. Có thể nói, phương pháp tiếp cận sinh thái trong giáo dục trẻ khuyết tật ở Việt Nam là rất cần thiết. Nghiên cứu tổng hợp các lý thuyết về cấu trúc của lý thuyết sinh thái
Áp dụng lý thuyết sinh thái vào thực tiễn phát triển trẻ khuyết tật trên toàn thế giới. Tiếp cận sinh thái đối với giáo dục của trẻ khuyết tật trí tuệ đã được công bố, bao gồm: Giáo dục trị liệu nghề nghiệp
Giáo dục nâng cao quyền tự quyết
Hợp tác giữa gia đình và dịch vụ công theo hệ thống trung gian, hệ thống vĩ mô
Giáo dục phòng chống ngược đãi trẻ em khuyết tật trí tuệ và giáo dục hòa nhập trẻ em khuyết tật trí tuệ., Tóm tắt tiếng anh, Bronfenbrenner's approach to ecological theory in educating children with intellectual disabilities in Vietnam has not been widely implemented. Not many research projects have been implemented, evaluated, summarized and published in educational science journals. It can be said that the ecological approach to the education of children with disabilities in Vietnam is very essential. The author researches and synthesizes theories about the structure of ecological theory, then applies ecological theory to the practice of developing children with disabilities all over the world. Ecological access to education of children with intellectual disabilities has been published, including occupational therapy education
education minimizes challenging and aggressive behaviors
education enhances self-determination
collaboration between family and public services under mesosystem, macrosystem
education to prevent maltreatment of children with intellectual disabilities and inclusive education of children with intellectual disabilities.

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