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A lot of paraprofessionals have been recruited in American mainstreaming schools and classes for children with disabilities. Their responsibilities are supporting those children to accomplish curriculum and to develop various skills in inclusive education. A framework consisting of 7 core competencies of special education paraprofessionals was built up to fundamentally develop and enhance the competencies of special education paraprofessionals. Those core competencies should be referred to in Vietnam as a foundation for developing the human resource of paraprofessionals including recruiting, pre-service and in-service training, and evaluation.

The content of the article focuses on reviewing of some basic research directions such as: (1) Researches on STEM, STEAM; (2) Researches on the application of STEAM in the education for students with disabilities; (3) Researches on strategies to apply the STEAM into the inclusive education environment. From that, the article gives some conclusions of reviewing published researches and suggests some issues that need to be further researched on the application of STEAM in inclusive education for children with disabilities in Vietnam.

STEAM education is an interdisciplinary teaching concept that combines art with traditional STEM subjects: Science, Technology, Engineering, and Mathematics. For children with ASD 3-4 years old in a specialized environment, the characteristics of STEAM education provide children with many opportunities, including developing children's vocabulary. This article refers to the design of vocabulary development activities for children with ASD 3-4 years old through organizing activities\classes combined with STEAM education in a specialized environment, thereby helping children develop vocabulary, receive and use vocabulary in appropriate situations.

The article focuses on understanding the concept of STEAM education, the STEAM method in inclusive education as well as the 5E model. Through theoretical research, the article has overviewed the application process of using STEAM according to the 5E model in the education of children with special needs in inclusive preschools. The results of this study suggest the application of an integration model between STEAM method and the 5E model in learning and playing activities to improve the quality of early intervention and inclusive education for preschool children with special needs in Vietnam.

Students with autism spectrum disorders (ASD) face to various challengings of social skills. Throughout STEAM education, supportive teachers will develop verbal or non-verbal interaction and communication and improve and maintain inter-relation from their students with ASD with their peers. The paper refers to some notable issues in STEAM education to develop social skills for students with ASD in secondary schools, consiting of meanings of STEAM education, some strategies and role of teachers.

Research survey on 85 samples who are teachers and parents of students with autism spectrum disorder in inclusive secondary school to generalize the reality of cooperative skills education through STEAM activities for students with autism spectrum disorder. The survey results show that most of teachers and parents are aware of the importance of cooperative skills education for students with autism spectrum disorder. However, teachers and parents face many difficulties in the process of implementing educational contents, objectives, methods and forms. Therefore, the results of cooperative skills education for students with autism spectrum disorder in inclusive secondary school through STEAM activities are not high. There are many limitations in stimulating the participation of students with autism spectrum disorder. Base on the reality, the study points out a number of learned lessons in the implementation and development of educational programs, improving the professionalism of teachers and promoting the combination of educational forces in order to improve the effectiveness of cooperative skills education for students with autism spectrum disorder in inclusive secondary school through STEAM activities.

The first chemical study of the whole Impatiens parvisepala S. X. Yu & Y. T. Hou led to the isolation of a new triterpene saponin, named Iparvisepala-1 (6) along with ten known compounds, which cover three flavonoid glycosides (1-3), one dihydrochalcone glucoside (4), one triterpenoid saponin (5), one triterpene (7) and four miscellaneous compounds (8-11). Their structures were elucidated by MS, NMR spectroscopic analyses as well as by comparisons of spectra data with those of the related published literatures. Additionally, flavonoid glucoside 2 showed impressive effect on α-glucosidase inhibition with the IC50 value of 12.53 ± 0.39 µM, much better than that of the positive control acabose (IC50 = 197.53 ± 2.68 µM).

Due to struggle finding in the communication of students with autism spectrum disorders (ASD) learning in inclusive middle schools, those children have performed significant limitations in initiate a greeting, interaction, and a dialogue with their peers. Those difficulties greatly become barriers to the learning process as well as the integration of students. The article is aimed to provide research results in developing communication of children with ASD through setting up 08 educational activities of a 4-step procedure to apply communicative skills as follows: (1) Actively and maintaining communication with people; (2) Recognizing and handling situations of saying thank you and sorry; (3) Adhere to basic principles of communication; (4) Expand the conversation and help people. 2 educational activities on instructing children with ASD to implement each step in one skill were developed to model each step of the communicative skill application procedure. The results showed a significant improvement in students’ skill performance by mean score increasing from M = 1.5 to M = 2.85.

Learning disability assessment has an important role in the recognition, detection, intervention, and using support methods for learning disabilities. Assessment of learning disabilities is an integrated process of component assessments that includes main areas: Assessment of high-level neurological function, cognitive ability, learning ability, and assessment of behavior and development. Currently, there are a number of assessment tools available for learning disabilities in Vietnam. However, the interconnection of the tools, the general view of the evaluation results, the method of combining the evaluation results and the ability to update new standards of these tools, the standardized nature of tools is an issue that needs to be studied in the future.

Background: Trichophyton is the common genus in dermatophytes fungi in the world. These fungi secreted virulence enzymes that help them take nutrition from the host. Objectives: 1. To determinate enzymes secretion ability of Trichophyton species isolated from patients, including lipase, phospholipase, and protease. 2. To evaluate the correlation between enzyme secretion ability and dermatomycoses clinical forms. Material and methods: Trichophyton species were isolated from the cultivation samples of dermatophytosis patients. Enzyme production experiments were checked by cultivating fungi into suitable solid agar media. Results: The prevalence of Trichophyton spp. producing protease, lipase, and phospholipase were 96.1%%, 86.2%, and 21.6%, respectively. There were 78.4% of fungal strains that produced both lipase and protease, and 17.6% of fungal strains produced three enzymes. The ability to produce protease of T. rubrum was higher than T. mentagrophytes, and there was no statistically significant difference between lipase and phospholipase activities of these two fungal species. There was no difference between the fungal enzymatic activities and dermatophytosis clinical forms. Conclusion: Trichophyton species isolated from patients attending Hue University of Medicine and Pharmacy Hospital produced more protease and lipase than phospholipase. T. rubrum strains showed higher ability protease produce than T. mentagrophytes. Key words: dermatophytes, Trichophyton spp., fungal enzyme

The use of Early Start Denver Model (ESDM) to educate children with autism spectrum disorders (ASD) between the ages of two and three years old in a specialized environment is critical and essential in order to completely prepare children for the golden period so that children can develop as best they can. We suggest three groups of measures, each with ten measures, starting with the theoretical and practical foundation of the research problem: (1) Capacity building for the team to implement ESDM-based child education interventions; (2) Prepare facilities, learning materials, and environment arrangements based on ESDM; (3) In the process of implementing the ESDM, improve collaboration between families and schools; (4) Assess the child's development level in each area using the ESDM checklist; (5) Developing an individual education plans (IEP) using the ESDM program; (6) Using individual education plans to perform effective educational interventions for children with ASD between 2 and 3 years old; (7) Select the right intervention strategy based on the characteristics of each children with ASD, according to the ESDM; (8) Evaluate the individual education plan's intervention results on a regular basis; 9) Carry out the transition of the individual education plan for the children with ASD in the next term; 10) Adjust the organization to ensure the ESDM is used to the maximum effect. Experimental results on 2 cases of children with ASD show that the proposed measures are appropriate, contributing to assist parents and teachers effectively use the ESDM to educate children with ASD between 2 and 3 years old; and help children develop their abilities well.

The Covid-19 pandemic has had a significant impact on the daily lives and academic pursuits of children with autism spectrum disorders (ASD). The article performed a survey on 140 parents through a Google form has found that the majority of children with ASD encounter many difficulties in issues such as: difficulties communicating and interacting with others; difficulty adapting to life changes; increasing inappropriate behavior; It's tough to keep old habits and skills, and the child is suffering from several health and physical issues, such as sleep disorders, constipation, and obesity. Faced with this predicament, parents have provided basic content support to their children in the following ways: Parents have used social stories to explain environmental changes to their children. Use picture schedule or a card that dictates behavior while also setting aside time for activities and actively guiding children in the practice of new abilities. Besides employing games, performing sensory conditioning activities to help children relax, entertain, exercise and connect with relatives and friends; Working together with teachers in planning, organizing activities and evaluating results. Parents, on the other hand, had numerous challenges during the implementation process, which is why they desired: expert support from the programs; online training courses are available; Teachers help with individual educational plans, sensory conditioning exercises, and game supply; the social community understands and supports children's adaptation in a timely manner. Simultaneously, the survey also identified the fundamental influencing variables on the child support process, in which subjective factors play an important role.

This study aims to find out teachers’ awareness of air pollution, how to response to it, how air pollution impact on children with disabilities and teachers’ attitudes on this issue through a survey of 3,221 teachers who are teaching in inclusive, integrated and special enviroment in 6 provinces and cities in different regions in Vietnam. The results showed that most of the teachers have the correct awareness about air pollution, responding methods with air pollution, and are aware of the negative impacts of air pollution on children with disabilities and children without disabilities, they felt worried and concerned more about this issue. According to teachers, children with disabilities suffer more negative impacts than children without disabilities. Children with chronic diseases are most affected by air pollution, followed by children with motor disabilities, then children with neurocognitive disorders, and finally, children with hearing impairment, visual impairment and children with language disability. Most of teachers were actively teaching children with disabilities deal with air pollution impact. Teachers' awareness and attitudes about air pollution and its impact on children with disabilities depend on age, working area and training status. There is a need for more research to clarify the impact of air pollution on the education of children with disabilities and education on responding skills for children with disabilities in the future.

Using videos as a model in the process of educating how to make friends for adolescents with autism spectrum disorders has a number of benefits: assist them in recognizing the processes necessary to put skills into practice, generalize, and improve their ability to apply skills in real-life situations. In order to generalize the current state of knowledge of teachers and parents about the level of necessity, meaning, steps to use, advantages, and challenges in the process of using video as a model for adolescents with ASD, the paper conducts a survey on 125 teachers and 101 parents. On this foundation, a three-stage procedure for using video as a model is proposed: (1) Stage 1: Getting ready to watch video; (2) Stage 2: Using video; (3) Stage 3: Wrapping up and practicing. For the most effective education process of life skills education for adolescents with ASD, it is vital to have synchronous coordination between forces and to build technological basis.