STATUS OF ADJUSTMENTS IN TEACHING VIETNAMESE FOR HEARING IMPAIRED STUDENTS AT THE ELEMENTARY LEVEL ACCORDING TO THE 2018 GENERAL EDUCATION PROGRAM

DOI: 10.18173/2354-1075.2024-0098a

Abstract

This article deeply analyzes the current situation of teachers' adjustments in teaching Vietnamese to hearing-impaired students at the elementary school level. The research was conducted in 11 educational establishments with specialized classes for hearing-impaired students and 7 inclusive elementary schools with hearing-impaired students in 5 areas: Hanoi, Thai Nguyen, Hai Phong, Nam Dinh, and Hung Yen. Research results show that teachers participating in the survey know the importance of adjustment in teaching Vietnamese to hearing-impaired students. They have also regularly implemented content and adjustment methods in teaching Vietnamese to hearing-impaired students. However, the efficiency of the adjustment is not high. Teachers also face many difficulties in organizing teaching Vietnamese for hearing-impaired students. From there, teachers need to be trained and fostered to improve knowledge and skills of teaching Vietnamese to hearing-impaired students; provide guidance documents to adjust and organize the process of teaching Vietnamese to hearing-impaired students and guide tools to assess the ability to learn Vietnamese of hearing-impaired students.