Inclusive education for children: Sharing is essential.

In the province, many schools, from preschool to high school, have students with intellectual disabilities, autism, and ADHD who are integrated into mainstream education. In classes with these students, teachers not only face more challenges but also have to deal with strong negative reactions from some parents. Improving the effectiveness of inclusive education requires empathy and support from the entire community.

Organizations and individuals have implemented many practical activities, creating beneficial playgrounds for students at the Thai Nguyen Center for Supporting and Developing Inclusive Education for Children with Disabilities.

Ms. Nguyen Thi Thu Trang, a teacher at Dong Bam Kindergarten in Linh Son Ward, has been dedicated to the profession for 18 years. According to Ms. Trang, teachers are usually assigned by the school to be in charge of specific classes, from nursery to senior kindergarten.

During her years of teaching, Ms. Nguyen Thi Thu Trang has taught classes with children who have developmental delays, ADHD, or disabilities. She shared: "To teach these children inclusively, we receive intensive training annually on specific topics related to educational models for children with autism, ADHD, and disabilities. Through observation, I've noticed that the percentage of students exhibiting these behaviors is increasing. Identifying them isn't difficult; teachers can detect them within 1-2 weeks of enrollment. There are many signs to recognize autism in children. For example, when the teacher asks a child to do something, the child doesn't listen or comply; they exhibit different behaviors compared to their peers, such as suddenly crying, running in circles, or only wanting to play with round objects."

When TV time was over, the teacher turned off the device, and some children would cry, throw toys, and refuse to interact with their friends, playing alone with their slippers and chairs. In some cases, when the teacher approached, the children would become frightened, cower, and cover their bodies with their hands.

Upon discovering this condition, teachers discuss it with parents, advising them that the optimal time for children to participate in intervention at specialized centers is between 2 and 3 years old. Many parents only find out their children have ADHD after taking them for a check-up. Every day, in addition to preschool hours, families take their children to these centers for further intervention.

Ms. Trang said that in some families, the mother cooperated with the teacher, but the father and grandmother believed the child was being discriminated against and requested a school transfer. When the child entered primary school, due to a lack of timely intervention, some parents requested that their child return to preschool. If families had cooperated from the beginning in terms of examination and early intervention, children would have received better support, improving both their physical and intellectual development.

Hoa Sen Kindergarten in Dai Phuc commune currently has 27 teachers directly teaching classes. Last school year, the school organized 12 classes with 305 children; on average, children with intellectual disabilities or hyperactivity account for approximately 0.02% each year.

Ms. Nguyen Le Thu, the school principal, said: "The main solution is to encourage parents to send their children to school regularly. During the teaching process, teachers observe and understand each specific case to advise on appropriate nutrition. With this method, Hoa Sen Kindergarten assigns teachers to classes with children with intellectual disabilities or hyperactivity, and assesses the progress of each child monthly to make timely adjustments. If a child makes significant progress, the school maintains the current method; if progress is slow, they will continue to monitor and change educational methods accordingly."

However, during the teaching process, some homeroom teachers at junior high schools reported still encountering strong reactions from some parents when their children are in the same class as classmates with autism or ADHD. Instead of showing empathy and understanding towards the teacher and the classmates, some families request a class transfer or a school transfer for their child.

In these cases, teachers must meet directly with parents to discuss the matter. According to Dr. Le Thi Phuong Hoa, Head of the Psychology Department, Faculty of Educational Psychology, Thai Nguyen University of Education, an expert in this field, mental or behavioral disorders are undesirable, but this should not deprive children of their right to education. Children have the right to go to school, to learn, to have friends and teachers, and to participate in activities. This is the best environment to support autistic children in improving their condition.

Source: https://baothainguyen.vn/xa-hoi/202508/giao-duc-tre-hoa-nhap-can-lam-su-se-chia-c19041c/