FACTOR AFFECTING THE VOCABULARY DEVELOMENT PROCESS OF CHILDREN WITH INTELLECTUAL DISABILITIES AT THE AGE OF 4-5 YEARS OLD IN SCIENCE EXPLORATION ACTIVITIES IN INCLUSIVE SCHOOLS

Abstract

The article discusses the factors influencing the process of vocabulary development for children with intellectual disabilities aged 4–5 years in science exploration activities at inclusive preschools. Research data were collected from a survey of 65 inclusive education teachers in Hanoi and other provinces. The findings reveal that teacher competence, the educational environment, school–family collaboration, and the strengths and limitations of the children themselves are the main factors affecting vocabulary development outcomes for children with intellectual disabilities in science exploration activities at inclusive preschools. Studying these influencing factors provides a scientific basis for inclusive preschools to adjust the objectives, content, methods, and forms of vocabulary development in accordance with the abilities and needs of children with intellectual disabilities aged 4–5 years.