Search

Domestic violence has affected many children, including those who are direct victims and who live in abusive households. Through the survey of 150 secondary school children aged 10-15 in An Vu, Quynh Phu, Thai Binh, there are 56\150 children, accounting for 37.3%, have been affected, especially problems about physical health, psycho-emotional health, learning and social behavior. Results have also shown that domestic violence has the greatest impact on learning with X= 3.89 (girls) and X= 4.43 (boys). The results of this research have contributed to supporting social workers, teachers, families and schools in coming up with solutions which reduce the impact of domestic violence on children, providing them a better future.

Developing communication skills for children with visual impairment and autism spectrum disorder is very necessary and important to help them integrate better. In this article, the author will focus on researching the affecting factors on the development of communication skills for children with visual impairments and autism spectrum disorder 5-6 years old through surveying 60 teachers who have been and are currently teaching blind children with multiple disabilities in Hanoi, Da Nang, Ho Chi Minh, and some other provinces. The results show that the group of factors that have the most influence on the effectiveness of communication skills development for visually impaired children with autism spectrum disorder is “Coordination between family and school” and “Level, experience, and methods of developing communication skills for children with visual impairments and autism spectrum disorder of teachers” with = 4.0. The factors “Friendship” with = 3.35 and “Environment and tools, toys in the classroom” with = 3.45 are assessed to have a lower influence. From the study of these influencing factors, it will be a scientific basis for centers and schools to adjust their goals, contents, methods, and forms of developing communication skills to suit the abilities and needs of visually impaired children with autism spectrum disorder 5-6 years old.

In this article, the authors present the results of a survey on perceptions of inclusive, integrated and specialized teachers (N = 3221) about climate change and how to respond to climate change, at educational institutions of 6 provinces\cities of Vietnam. The survey results showed that the majority of teachers surveyed had the correct awareness of climate change and how to respond to climate change. However, there is still a significant portion of misconceptions. This study generalizes the current status picture of teachers' perceptions of climate change, and at the same time points out a number of factors that affect teachers' perceptions. The results of this survey provide reliable information, which is very useful for policy development, supporting the development of educational programs and training on climate change for teachers in the future. The study also mentions some limitations and directions for further research.

he combination of two types of disability, which is visual impairment and autism spectrum disorder, affects many areas of development of 5 - 6 years old children. Through a survey of 60 teachers who have been teaching visually impaired children with autism spectrum disorder at specialized and integrated centers of 8 provinces in Vietnam, it has been shown that the visual impairment and autism spectrum disorder have a great influence on areas of cognition, language, motor, mobility, self-service, and social skills. Research results show that the greatest influence of visual impairment with autism spectrum disorder on children is on social communication problems with = 4.0 and on language development with = 3.9 (very influential level). From determining this level, it will help teachers, families, and special education professionals have assessments and plans to support each specific area for children.