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Wood L., Olivier T., 2011, Video production as a tool for raising educator awareness about collaborative teacher-parent partnerships. Educational Research 53(4):399-414.

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Article

Capability Building of Coordinating with Other Educators for Preschool Teachers in Educating Developmentally Disabled Children in Gia Lam District, Hanoi, Vietnam

1Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam

2Faculty of Psychology and Education, Hanoi National University of Education, Hanoi, Vietnam

3National College for Education, Hanoi, Vietnam


American Journal of Educational Research. 2018, Vol. 6 No. 11, 1445-1454
DOI: 10.12691/education-6-11-1
Copyright © 2018 Science and Education Publishing

Cite this paper:
Do Thi Thao, Do Diem Huyen, Dang Loc Tho, NguyễnThị Hoa. Capability Building of Coordinating with Other Educators for Preschool Teachers in Educating Developmentally Disabled Children in Gia Lam District, Hanoi, Vietnam. American Journal of Educational Research. 2018; 6(11):1445-1454. doi: 10.12691/education-6-11-1.

Correspondence to: Do  Thi Thao, Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam. Email: thaodt@hnue.edu.vn

Abstract

The paper deals with the theory and practice of collaborative capacity building for preschool teachers with other educator forces in care and education of children with developmental disabilities in Gia Lam district, Hanoi, Vietnam. The results of theoretical and factual studies indicate that: Developmental disabilities are the development of high-level functional disabilities in the central nervous system during development, which presents a distortion or problem of cognitive abilities, communication, social, learning, attention, etc. Fostering the capacity to coordinate social forces in caring for and educating children with developmental disabilities is a continuation of training to develop the capacity of coordinating the social forces in care and education. The capacity of coordinating with other educator forces for teachers of preschool children with developmental disabilities vary in its objectives, methods and forms. Despite the concern and care from managers and authorities, there are still many teachers who do not fully understand the problem. The development of coordination plans with social forces in the education of children with developmental disabilities has been paid attention, but only in the general plan on the coordination of social forces. Measures should be taken to improve the effectiveness of capacity building for preschool teachers with the education staff in developmental care for children with disabilities to develop a standardized, consistent and consistent system of procedures. It is essential to improve the quality of early childhood education and help preschool teachers equip themselves with knowledge, skills and skills in coordination with other social forces.

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