|
1 |
INCLUSIVE EDUCATION POLICY IN VIETNAM |
|
1-7 |
|
2 |
IMPROVING THE QUALITY OF INCLUSIVE EDUCATION TOWARDS SUSTAINABLE EDUCATION FOR CHILDREN WITH DISABILITIES IN VIETNAM |
|
8-13 |
|
3 |
Advancing professional development for special education educators in Vietnam: A comprehensive exploration |
|
14-19 |
|
4 |
Nutritional Status and Factors Affecting Children with Developmental Disorders: A Survey in Special Education Centers in Northern Vietnam |
|
20-26 |
|
5 |
CONTENT AND METHODS OF FAMILY-SCHOOL COORDINATION IN THE EDUCATION OF CHILDREN WITH SPECIAL EDUCATIONAL NEEDS |
|
27-31 |
|
6 |
OVERVIEW OF INTERVENTIONS FOR DEVELOPMENTAL LANGUAGE DISORDERS |
|
32-36 |
|
7 |
SPEECH ASSESSMENT FOR VIETNAMESE-SPEAKING CHILDREN: A REVIEW |
|
37-44 |
|
8 |
SOCIAL SKILLS EDUCATION FOR STUDENTS WITH VISION DISABILITIES LEARNING INCLUSIVELY AT THE PRIMARY LEVEL |
|
45-50 |
|
9 |
OPTIMIZING PARENTAL ROLES FOR THE NATURAL DEVELOPMENT OF AUTISTIC CHILDREN: ESTABLISHING A SUPPORTIVE NETWORK FOR PARENTS |
|
51-56 |
|
10 |
SOME FUNDAMENTAL THEORETICAL ASPECTS OF SOCIAL WORK IN SUPPORTIVE THERAPY ACTIVITIES FOR RECOVERY AFTER INCIDENTS OF AUTISM SPECTRUM DISORDERS |
|
57-63 |
|
11 |
THE ROLE OF MOTOR GAMES IN REGULATING VESTIBULAR SENSORY DISORDERS FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS |
|
64-66 |
|
12 |
RAISING AWARENESS AND PROVIDING INFORMATION TO SUPPORT INCLUSIVE EDUCATION FOR PARENTS OF AUTISTIC CHILDREN THROUGH THE "SAC CAU VONG" APPLICATION |
|
77-83 |
|
13 |
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 |
|
84-90 |
|
14 |
DEVELOPING A PRESCHOOL PROGRAM FRAMEWORK FOR CHILDREN WITH AUTISM SPECTRUM DISORDERS PREPARING FOR INCLUSIVE GRADE 1 IN VIETNAM |
|
91-95 |
|
15 |
SOLUTIONS TO SUPPORT PRESCHOOL TEACHERS IN INCLUSIVE EDUCATION FOR CHILDREN WITH AUTISM |
|
96-100 |
|
16 |
ENHANCING GROUP PARTICIPATION SKILLS FOR 3- TO 4-YEAR-OLD CHILDREN WITH AUTISM SPECTRUM DISORDERS IN INCLUSIVE KINDERGARTEN: A PROPOSAL OF ACTIVITIES |
|
101-109 |
|
17 |
VOCABULARY OF 3-4 YEARS OLD CHILDREN WITH AUTISM SPECTRUM DISORDER: CASE STUDIES |
|
110-115 |
|
18 |
MULTICULTURAL APPROACH IN PRESCHOOL EDUCATIONAL PROGRAMS |
|
116-119 |
|
19 |
MANAGING EARLY INTERVENTION AND EDUCATION FOR CHILDREN WITH DISABILITIES IN INCLUSIVE PRESCHOOLS |
|
120-125 |
|
20 |
LITERATURE REVIEW OF INTERVENTION METHODS FOR LANGUAGE DISORDERS IN PRESCHOOL CHILDREN |
|
126-131 |
|
21 |
ORGANIZING EXPERIMENTS TO DEVELOP PREDICTING SKILLS IN PRESCHOOL SCIENCE ACTIVITIES |
|
132-138 |
|
22 |
MANAGING HYPERACTIVE BEHAVIOR IN PRESCHOOL CHILDREN: IMPLEMENTING EFFECTIVE MEASURES |
|
139-145 |
|
23 |
RUDOLF STEINER'S PERSPECTIVE ON EDUCATIONAL FOUNDATIONS AND ITS APPLICATIONS AT VUON UOM LIVE VILLAGE |
|
146-150 |
|
24 |
DEPRESSION AMONG VISUALLY IMPAIRED STUDENTS AT NGUYEN DINH CHIEU SECONDARY SCHOOL, HANOI CITY |
|
151-155 |
|
25 |
INTEGRATING INCLUSIVE EDUCATION IN THE PRESCHOOL EDUCATION TRAINING PROGRAM AT SAIGON UNIVERSITY |
|
156-160 |
