CURRENT STATUS OF SOCIAL SKILLS EDUCATION FOR 5-6-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDERS THROUGH SOCIAL STORIES: TEACHERS' PERSPECTIVES AT SPECIALIZED EDUCATION INSTITUTIONS

Children with autism spectrum disorder face significant challenges in various developmental areas, particularly in social skills. The characteristics of limited social interaction and repetitive behavior present obstacles for these children in acquiring and practicing essential social skills. Early identification and intervention are crucial, and the use of social stories becomes particularly important in supporting the education of social skills for children with autism spectrum disorder. This article examines the current status of social skills education for 5-6-year-old children with autism spectrum disorders through the implementation of social stories. The study involves a sample of 60 intervention teachers from various educational institutions, specifically in Dan Phuong District, Hanoi City. The research findings reveal that a majority of teachers demonstrate a solid understanding of the concepts and importance of social skills education through social stories. This is evident in their application of different methods, the frequency of using social stories, and their assessments of the advantages and disadvantages in the process of educating social skills for 5-6-year-old autistic children. However, the utilization of social stories is deemed not entirely effective, uniform, or continuous in the process of social skills education. Based on these findings, further in-depth and specific research on this issue is proposed.