INDEPENDENT LIVING SKILLS EDUCATION FOR ADOLESCENTS WITH AUTISM SPECTRUM DISORDER IN SPECIAL EDUCATION INSTITUTIONS: CURRENT STATUS AND PRACTICAL SOLUTIONS

Abstract

Objective: To investigate the current status of independent living skills (ILS) education for adolescents with ASD in special education institutions in Hanoi and to draw practical lessons for improvement. Methods: A survey of 60 teachers and 33 parents was conducted using questionnaires, semi-structured interviews, and classroom observations. Data were analyzed using descriptive statistics (Mean, SD). Results: Both teachers (M=4.37) and parents (M=5.00) rated ILS as highly necessary; however, implementation levels were significantly lower, especially at home (time management: teachers M=3.12; parents M=1.94 – the lowest among three skill groups). “Daily-life activities” were rated the most effective format (M=4.27), whereas technology use remained limited. Prompting (M=4.37) and modeling (M=4.27) were seen as highly effective methods but were underutilized by parents. Conclusion: The study clarifies the perception–practice gap in ILS education, identifies time management as the weakest skill, and highlights effective yet underused methods, leading to recommendations on individualized planning, real-life context integration, behavioral–visual approaches, and strengthened school–family collaboration.