Đảm bảo chất lượng giáo dục trẻ rối loạn phát triển

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Tác giả: Minh Mục Phạm

Ngôn ngữ: vie

Ký hiệu phân loại: 371.9 Special education

Thông tin xuất bản: Khoa học giáo dục việt nam, 2018

Mô tả vật lý: 21-26

Bộ sưu tập: Metadata

ID: 488784

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Chủ đề

According to the Diagnostic and Statistical Manual of mental disturbances (DSM - 5), psychiatric developmental disorders, hereinafter referred to as developmental disorders, include six types of disorders. Children of these disorder groups have different needs and abilities, but in general they all face a lot of difficulties in learning and integrating into life. Educating children with disabilities in general and development disorder children in particular has been institutionalized in legal documents both on an international and Vietnamese level. Educating children with disabilities in Vietnam in recent years has been promoted nationwide, many models of education for children with disabilities have also been flexibly implemented to ensure the right to a quality education. for this young audience. However, the issue of ensuring the quality of education for children with disabilities in general and children with development disorders in particular is still limited. Therefore, in order to ensure the quality of education for children with developmental disorders, it is necessary to understand the nature and components of quality assurance. Thereby, it is possible to synchronously apply quality management solutions to ensure quality education for children with development disorder in the national education system.Theo Sổ tay Chẩn đoán và Thống kê các rỗi nhiễu tâm thần (DSM - 5), rối loạn phát triển tâm thần kinh, sau đây gọi là rối loạn phát triển, bao gồm sáu loại rối loạn. Trẻ em thuộc các nhóm rối loạn trên có nhu cầu và khả năng khác nhau, nhưng nhìn chung các em đều gặp rất nhiều khó khăn trong học tập và hòa nhập cuộc sống. Giáo dục trẻ khuyết tật nói chung, trẻ rối loạn phát triển nói riêng đã được thể chế hóa trong các văn bản quy phạm pháp luật cả trên bình diện quốc tế và Việt Nam. Giáo dục trẻ khuyết tật tại Việt Nam trong những năm gần đây đã được đẩy mạnh trên toàn quốc, nhiều mô hình giáo dục cho trẻ khuyết tật cũng đã được triển khai linh hoạt nhằm đảm bảo quyền được hưởng một nền giáo dục có chất lượng cho đối tượng trẻ này. Tuy nhiên, vấn đề đảm bảo chất lượng giáo dục cho trẻ khuyết tật nói chung và trẻ rối loạn phát triển nói riêng còn nhiều hạn chế. Vì vậy, để có thể đảm bảo được chất lượng giáo dục cho trẻ rối loạn phát triển, cần phải hiểu về bản chất và các thành tố của đảm bảo chất lượng. Qua đó có thể vận dụng đồng bộ các giải pháp quản lí chất lượng nhằm hướng tới đảm bảo chất lượng giáo dục trẻ rối loạn phát triển trong hệ thống giáo dục quốc gia.

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