DESIGNING AN INTEGRATED CURRICULUM FOR CHILDREN WITH DISABILITIES IN AN INCLUSIVE ENVIRONMENT: EXPERIENCES AND LESSONS FROM COUNTRIES WORLDWIDE
DOI:
https://doi.org/10.18173/2354-1075.2024-0076aKeywords:
thiết kế chương trình học, đào tạo giáo viên, thiết kế tổng thể cho việc học tập, giáo dục hòa nhập, trẻ khAbstract
This article analyzes the experiences of developed countries (the USA, Australia, Finland, the UK) and Asian countries (Japan, South Korea, China, Malaysia) in designing integrated curricula for students with disabilities in inclusive environments. Based on these experiences, the article draws important lessons for Vietnam, including the application of Universal Design for Learning (UDL) in the curriculum, improving teacher training quality, and enhancing the infrastructure in schools. These solutions contribute to strengthening the effectiveness of inclusive education for children with disabilities and increasing learning opportunities for all students.
Downloads
References
[1] Ainscow M & Sandill A, (2010). Developing inclusive education systems: the role of organizational cultures and leadership. International Journal of Inclusive Education, 14(4), 401.
[2] Burgstahler, S, (2015). Universal Design in Higher Education: From Principles to Practice. Harvard Education Press.
[3] CAST (2018). Universal Design for Learning Guidelines. Retrieved from www.cast.org.
[4] Flanagan S, Gibbons D & Smith R, (2016). The impact of personalized education on student engagement and achievement. International Journal of Inclusive Education, 20(2), 138-154.
[5] Gordon D, Meyer A & Rose D, (2015). Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST Professional Publishing.
[6] Hattie J, (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
[7] Jeongae Kang, Mikyung Shin (2022). Special Education in South Korea: Policies and Issues. Journal of Special Education Preparation, 2(2), 70-78.
[8] Meyer, A., & Rose, D. H, (2005). Universal Design for Learning: A Framework for Teaching. Harvard Education Press.
[9] Matsudo Yuka (2021). Xu hướng thực hành và nghiên cứu về Thiết kế học tập phổ quát trong nước. Tạp chí Kỷ yếu Khoa Giáo dục Sau đại học, Đại học Waseda, Tập đặc biệt 29 - 1, tháng 9 năm 2021.
[10] OFSTED (2019). The Education Inspection Framework.
[11] Rose DH & Meyer A, (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development.
[12] Smith J, Brown L & Taylor R, (2016). The impact of Universal Design for Learning on student outcomes. Journal of Special Education Technology, 31(3), 145-157.
[13] T Van der Bija, FP Geijselb, GJA Garstc & GTM, Ten Dam, (2016). Modeling inclusive special needs education: insights from Dutch secondary schools. European Journal of Special Needs Education, 31(2), 220–235.
[14] Wehmeyer ML & Shogren KA, (2013). Universal Design for Learning and Student Self-Determination. The Journal of Special Education, 47(2), 80-91.
[15] Xianhao Wang, Lange Liu (2023). Reflections on teaching and learning issues of integrated education in China based on UDL concept: SHS Web of Conferences 168, 01023 (2023) CLEC. https://doi.org/10.1051/shsconf/202316801023.
[16] Siti Intan Farahana Mhd Fauzy, Hasrul Hosshan (2024). Implementation of Universal Design for Learning in Inclusive Education: A Scoping Review in Countries. Asian Journal of Research in Education and Social Sciences, 6(2), 750-758.
