CURRICULUM FRAMEWORK FOR BACHELOR DEGREE
IN SPECIAL EDUCATION
FRAMEWORK OF STANDARDS FOR SPECIAL EDUCATION TEACHERS
The Framework of Standards for Special Education Teachers includes 05 standards which are represented by 18 criteria (41 indicators):
STANDARD 1: DEVELOPMENT OF PERSONAL QUALITIES AND PROFESSIONAL VALUES
Standard 1 includes 2 criteria (5 indicators)
1.1. Political qualities and citizen responsibilities
1.1.1. Understand and strictly abide by the guidelines and directions of the Party; policies and laws of the State, the education and training sector in general and the special education sector in particular
1.1.2. Be responsible citizens, actively participate in activities for the community for children with disabilities
1.2. Ethical and professional values
1.2.1. Understand the responsibilities and ethical expressions of a teacher, cooperate with colleagues, families of children with disabilities and other organizations and individuals, support and educate of children with disabilities.
1.2.2. Maintain and promote the values and prestige of teachers
1.2.3. Believe in the development and value of children with disabilities
STANDARD 2: GENERAL COMPETENCIES
Standard 2 includes 2 criteria (5 indicators)
2.1. Communication and Cooperation Competence
2.1.1. Be able to use standard Vietnamese, effective in daily communication and in professional activities in special education
2.1.2. Be able to work in a multidisciplinary team of experts
2.1.3. Respect differences and seek consensus through discussion and debate
2.2. Problem Solving and Critical Thinking Competence
2.2.1. Be able to detect and solve problems in an effective and creative way
2.2.2. Be able to think critically
STANDARD 3: PROFESSIONAL COMPETENCIES
Standard 3 includes 4 criteria (8 indicators)
3.1. Competency to master general education (interdisciplinary, complementary, basic)
3.1.1. Have knowledge of interdisciplinary sciences relating to special education science such as neuroscience and senses, developmental psychology, and psychiatry
3.1.2. Have complementary and basic knowledge of special education science such as pedagogy, communication in education, and testing and assessment in education
3.2. Competency to master specialized scientific knowledge
3.2.1. Have general and specialized knowledge in Special Education
3.2.2. Have knowledge and ability to practice profession in Special Education
3.3. Competency to use foreign languages in professional activities
3.3.1. Proficiency in foreign languages to meet the specific requirements of the special education sector
3.3.2. Be able to use foreign languages effectively in professional activities in the field of Special Education
3.4. Competency to use information technology equipment in professional activities
3.4.1. Using popular software in teaching and managing education for children with disabilities
3.4.2. Be able to use equipment and facilities in assessment, intervention, therapy, teaching effectively and creatively, in accordance with special abilities and needs of children with disabilities.
STANDARD 4: TEACHING COMPETENCIES
Standard 4 includes 7 criteria (16 indicators)
4.1. Competency to understand the learners and build the educational environment
4.1.1. Understand psychological characteristics of children with disabilities, create beliefs and learning motivation to train children with disabilities
4.1.2. Create a friendly learning environment that encourages equality, cooperation, and creativity
4.2. Competency to master knowledge of psychology (pedagogical and chronological), pedagogy (teaching theories and methods)
4.2.1. Understand and apply pedagogical and chronological psychology theories to activate learners
4.2.2. Understand and apply general and special teaching theories in Special Education to implement and organize teaching and learning activities to improve the development of children with disabilities.
4.3. Competency to develop and implement effective lesson plans
4.3.1. Be able to develop and implement effective individualized education plans, lesson plans in Special Education
4.3.2. Be able to design and implement effective learning experiences for learners in Special Education
4.4. Competency to teach effectively and creatively
4.4.1. Clearly define the objectives, contents, requirements and conditions for the application of active teaching and learning methods according to individuals in special education.
4.4.2. Apply effectively and creatively teaching and learning methods according to individuals in special education
4.5. Competency to implement integrated and differentiated teaching
4.5.1. Understand the nature and use of integrated teaching methods and techniques in accordance with teaching contents and contexts, and learners' ability.
4.5.2. Understand the nature and use of differentiated teaching methods and techniques in accordance with teaching contents and contexts, and learners' ability.
4.6. Competency to assess teaching and education achievements
4.6.1. Be able to design assessment tools in Special Education and effectively implement assessment activities
4.6.2. Be able to design and evaluate the effectiveness of educational experience activities in Special Education
4.6.3. Effectively use different types, methods and techniques to assess the competencies and qualities of learners
4.7. Competency to student counseling, vocational guidance and support
4.7.1. Be able to provide information, analysis of assessment results and feedback to counsel and support for children with disabilities
4.7.2. Be able to effectively implement counseling and career guidance for children with disabilities in Special Education.
4.7.3. Be able to support children with disabilities in a variety of environments (in care, education, home and community settings).
STANDARD 5: PROFESSIONAL DEVELOPMENT COMPETENCIES
Standard 5 includes 3 criteria (7 indicators)
5.1. Self-assessment competence
5.1.1. Be able to develop criteria and design tools for self-assessment and career development
5.1.2. Use the results of self-assessment with plans to foster professional development
5.2. Self-development and lifelong learning competence
5.2.1. Be able to control and orient self-development
5.2.2. Be able to self-study and develop lifelong learning skills
5.3. Educational research competence
5.3.1. Be able to detect theoretical and practical issues in the field of special education
5.3.2. Be able to develop a research outline and write essays relevant to the issues
5.3.3. Apply the methods of educational research to carry out basic and applied research in the special education sector.
CURRICULUM FRAMEWORK OF TEACHER TRAINING
A. OVERVIEW
|
- General Knowledge Modules (except for military and security subjects)
|
20 credits
|
|
- Basic Knowledge Modules
* Compulsory: 14 credits
* Optional: 06 credits
|
20 credits
|
|
- Specialized Knowledge Modules
* Compulsory: 43 credits
* Optional: 18 credits
|
61 credits
|
|
- Knowledge Modules for Teaching Competencies Training
* Compulsory: 24 credits
* Optional: 10 credits
|
34 credits
|
Total: 135 credits
B. CURRICULUM FRAMEWORK
|
TT
|
Module
|
Code
|
Semester
|
Credits
|
Hours
|
Self-study
|
Prerequisite Module Code
|
|
In class
|
In practical facilities, laboratory, field
|
|
Theory
|
Exercise
|
Discussion
|
|
I
|
General Knowledge Modules
|
|
|
20
|
|
|
|
|
|
|
|
1
|
General principles of Marxism - Leninism, module 1, (Philosophy)
|
POLI 101
|
2
|
2
|
25
|
0
|
5
|
0
|
60
|
|
|
2
|
General principles of Marxism - Leninism, module 2, (Political Economy & Scientific Socialism)
|
POLI 201
|
3
|
3
|
35
|
0
|
10
|
0
|
90
|
POLI 101
|
|
3
|
Ho Chi Minh's Ideology
|
POLI 202
|
4
|
2
|
25
|
0
|
5
|
6
|
60
|
POLI 201
|
|
4
|
Revolutionary Cause of the Communist Party of Vietnam
|
POLI 301
|
5
|
3
|
35
|
0
|
10
|
0
|
90
|
POLI 202
|
|
5.1
|
English 1
|
ENGL101
|
1
|
4
|
35
|
15
|
10
|
0
|
120
|
|
|
5.2
|
French 1
|
FREN 101
|
1
|
4
|
35
|
15
|
10
|
0
|
120
|
|
|
5.3
|
Russian 1
|
RUSS 101
|
1
|
4
|
35
|
15
|
10
|
0
|
120
|
|
|
5.4
|
Chinese 1
|
CHIN 101
|
1
|
4
|
35
|
15
|
10
|
0
|
120
|
|
|
6.1
|
English 2
|
ENGL102
|
2
|
3
|
20
|
10
|
5
|
0
|
90
|
ENGL 101
|
|
6.2
|
French 2
|
FREN 102
|
2
|
3
|
20
|
10
|
5
|
0
|
90
|
FREN 101
|
|
6.3
|
Russian 2
|
RUSS 102
|
2
|
3
|
20
|
10
|
5
|
0
|
90
|
RUSS 101
|
|
6.4
|
Chinese 2
|
CHIN 102
|
2
|
3
|
20
|
10
|
5
|
0
|
90
|
CHIN 101
|
|
7.1
|
English 3
|
ENGL 201
|
3
|
3
|
20
|
10
|
5
|
0
|
90
|
ENGL 102
|
|
7.2
|
French 3
|
FREN 201
|
3
|
3
|
20
|
10
|
5
|
0
|
90
|
FREN 102
|
|
7.3
|
Russian 3
|
RUSS 201
|
3
|
3
|
20
|
10
|
5
|
0
|
90
|
RUSS 102
|
|
7.4
|
Chinese 3
|
CHIN 201
|
3
|
3
|
20
|
10
|
5
|
0
|
90
|
CHIN 102
|
|
8
|
Physical Education 1
|
PHYE 101
|
1
|
1
|
|
33
|
|
0
|
30
|
|
|
9
|
Physical Education 2
|
PHYE 102
|
1
|
1
|
|
33
|
|
0
|
30
|
|
|
10
|
Physical Education 3
|
PHYE 201
|
2
|
1
|
|
33
|
|
0
|
30
|
|
|
11
|
Physical Education 4
|
PHYE 202
|
2
|
1
|
|
33
|
|
0
|
30
|
|
|
12
|
National Defense Education
|
DEFE 201
|
2
|
8
|
88
|
18
|
24
|
60
|
240
|
|
|
II
|
Knowledge Modules for Teaching Competencies Training
|
|
|
34
|
|
|
|
|
|
|
|
II.1
|
Compulsory
|
|
|
14
|
|
|
|
|
|
|
|
13
|
Educational Psychology
|
PSYC 101
|
1
|
4
|
30
|
20
|
10
|
0
|
120
|
|
|
14
|
Pedagogy
|
PSYC 102
|
2
|
3
|
20
|
20
|
5
|
0
|
90
|
PSYC 101
|
|
15
|
Professional Practice
|
PSYC 103
|
3
|
2
|
0
|
0
|
0
|
30
|
60
|
PSYC 102
|
|
16
|
Communication in Education
|
PSYC 104
|
4
|
2
|
15
|
10
|
5
|
0
|
60
|
PSYC 102
|
|
17
|
Testing and Assessment in Education
|
PSYC 003
|
5
|
3
|
30
|
10
|
5
|
0
|
60
|
PSYC 102
|
|
II.2
|
Optional
|
|
|
10/27
|
|
|
|
|
|
|
|
18
|
Research Methods in Special Education
|
SPEC 223
|
4
|
3
|
20
|
5
|
5
|
15
|
90
|
MATH 142
|
|
19
|
Program Development in Education of Children with Special Needs
|
SPEC 322
|
4
|
2
|
18
|
3
|
4
|
5
|
60
|
SPEC 237
|
|
20
|
ICT in special education
|
SPEC 324
|
4
|
2
|
15
|
10
|
5
|
10
|
90
|
SPEC 237
|
|
21
|
School and Class Organization in Special Education
|
SPEC 325
|
4
|
2
|
18
|
3
|
4
|
5
|
90
|
SPEC 237
|
|
22
|
Teaching Strategies to Increase Student Participation
|
SPEC 326
|
4
|
3
|
20
|
10
|
5
|
10
|
90
|
SPEC 237
|
|
23
|
Communication with Children with Special Needs
|
|
4
|
3
|
20
|
10
|
5
|
10
|
90
|
|
|
24
|
Behavior Management of Children with Special Needs
|
|
4
|
3
|
20
|
10
|
5
|
10
|
90
|
|
|
25
|
Organizing Educational Activities for Children with Disabilities
|
|
4
|
3
|
20
|
10
|
5
|
10
|
90
|
|
|
26
|
Assessment and Development of IEP
|
|
4
|
3
|
20
|
10
|
5
|
10
|
90
|
|
|
27
|
Designing Teaching and Learning Materials in Special Education
|
SPEC 488
|
4
|
3
|
20
|
10
|
5
|
10
|
90
|
|
|
II.3
|
Teaching pratice
|
|
|
10
|
|
|
|
|
|
|
|
28
|
Regular teaching practice training
|
COMM 001
|
2
|
2
|
10
|
5
|
5
|
10
|
60
|
|
|
29
|
Teaching practice at schools
|
SPEC 002
|
4
|
2
|
5
|
5
|
0
|
20
|
60
|
PSYC 102
|
|
30
|
Teaching practice I
|
COMM 013
|
6
|
3
|
0
|
0
|
0
|
45
|
90
|
PSYC 102
|
|
31
|
Teaching practice II
|
COMM 014
|
8
|
3
|
0
|
0
|
0
|
45
|
90
|
PSYC 102
|
|
III
|
Specialized Knowledge Modules
|
|
|
61
|
|
|
|
|
|
|
| |
Basic Knowledge Modules
|
|
|
20
|
|
|
|
|
|
|
|
32
|
Basics in Music
|
MUSI 236
|
1
|
2
|
20
|
5
|
5
|
0
|
60
|
|
|
33
|
Basics in Arts
|
ARTS 138
|
1
|
2
|
20
|
5
|
5
|
0
|
60
|
|
|
34
|
Pediatric Neurophysiology
|
PRESS 245
|
1
|
2
|
20
|
5
|
5
|
0
|
60
|
|
|
35
|
Probability and Statistics
|
MATH 142
|
2
|
2
|
20
|
5
|
5
|
0
|
60
|
|
|
36
|
Basics in Vietnamese Language
|
SPEC 230
|
2
|
2
|
20
|
5
|
5
|
0
|
60
|
|
|
37
|
Early Childhood Care and Education
|
SPEC 330
|
3
|
3
|
20
|
5
|
5
|
10
|
60
|
|
|
38
|
General Education
|
SPEC 321
|
3
|
3
|
20
|
5
|
5
|
10
|
90
|
|
|
39
|
Child Psychiatry
|
SPEC 240
|
2
|
2
|
20
|
5
|
0
|
5
|
60
|
|
|
40
|
Neurophysiology and Senses
|
SPEC 232
|
2
|
2
|
15
|
5
|
5
|
5
|
60
|
|
|
|
Compulsory Knowledge Modules
|
|
|
37
|
|
|
|
|
|
|
|
41
|
Developmental Psychology and its applications in Special Education
|
SPEC 231
|
3
|
3
|
30
|
5
|
5
|
5
|
90
|
|
|
42
|
Introduction to Special Education
|
SPEC 237
|
4
|
3
|
30
|
5
|
5
|
5
|
90
|
|
|
43
|
Inclusive Education of Children with Disabilities
|
SPEC 332
|
4
|
3
|
30
|
5
|
5
|
5
|
90
|
|
|
44
|
Theoretical Issues in Pedagogy of Children with Special Needs
|
SPEC 235
|
4
|
3
|
32
|
5
|
3
|
5
|
90
|
|
|
45
|
Early Intervention of Children with Disabilities
|
SPEC 328
|
5
|
3
|
30
|
5
|
5
|
5
|
90
|
|
|
46
|
Teaching Methods for Children with Intellectual Disabilities
|
|
6
|
4
|
30
|
5
|
10
|
15
|
120
|
|
|
47
|
Teaching Methods for Children with Autism Spectrum Disorders
|
SPEC 371
|
6
|
4
|
30
|
5
|
10
|
15
|
120
|
|
|
48
|
Teaching Methods for Children with Visual Impairments
|
|
6
|
4
|
30
|
5
|
10
|
15
|
120
|
|
|
49
|
Teaching Methods for Children with Hearing Impairments
|
|
6
|
4
|
30
|
5
|
10
|
15
|
120
|
|
|
50
|
Education of Children with Learning Disabilities
|
SPEC 472
|
2
|
2
|
20
|
2
|
3
|
5
|
60
|
|
|
51
|
Education of Children with Language Disabilities
|
|
5
|
2
|
20
|
2
|
3
|
5
|
60
|
|
|
|
Foreign Languages for Specific Purposes
|
|
|
2
|
|
|
|
|
|
|
|
52.1
|
English for Specific Purposes
|
SPEC 211
|
5
|
2
|
20
|
5
|
5
|
0
|
60
|
ENGL 201
|
|
52.2
|
French for Specific Purposes
|
FREN 211
|
5
|
2
|
20
|
5
|
5
|
0
|
60
|
FREN 201
|
|
52.3
|
Russian for Specific Purposes
|
RUSS 211
|
5
|
2
|
20
|
5
|
5
|
0
|
60
|
RUSS 201
|
|
52.4
|
Chinese for Specific Purposes
|
CHIN 211
|
5
|
2
|
20
|
5
|
5
|
0
|
60
|
CHIN 201
|
|
|
Compulsory (Select 18 of 42 credits)
|
|
|
18/42
|
|
|
|
|
|
|
|
53
|
Education of Children with Multiple Disabilities
|
SPEC 483
|
7
|
3
|
25
|
5
|
5
|
10
|
90
|
|
|
54
|
Speech- Language Educational Therapy
|
SPEC 474
|
7
|
3
|
25
|
5
|
5
|
10
|
90
|
|
|
55
|
AAC
|
SPEC 485
|
7
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
56
|
Sign Language in Practice
|
|
7
|
3
|
10
|
5
|
10
|
20
|
90
|
|
|
57
|
Developing Literacy and Maths Skills for Children with Learning Disabilities
|
|
7
|
3
|
25
|
5
|
5
|
10
|
90
|
|
|
58
|
Audiology in Education
|
|
7
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
59
|
Early Intervention of Children with Hearing Impairment
|
SPEC 352
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
60
|
Functional Vision Development
|
SPEC 349
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
61
|
Early Intervention of Children with Visual Impairment
|
SPEC 449
|
7
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
62
|
Specific Skills Education for Children with Visual Impairment
|
|
7
|
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
63
|
Early Intervention of Children with Intellectual Disabilities
|
SPEC 366
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
|
|
64
|
Life Skills Education for Children with Intellectual Disabilities
|
SPEC 368
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
65
|
Behavior Management of Children with Intellectual Disabilities
|
SPEC 461
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
66
|
Early Intervention of Children with Autism Spectrum Disorders
|
SPEC 373
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
67
|
Life Skills Education for Children with Autism Spectrum Disorders
|
SPEC 376
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
68
|
Behavior Management of Children with Autism Spectrum Disorders
|
SPEC 468
|
6
|
3
|
25
|
5
|
5
|
10
|
90
|
SPEC 237
|
|
|
Thesis or equivalent
|
|
|
6
|
|
|
|
|
|
|
|
85
|
Thesis of graduation
|
SPEC 486
|
8
|
6
|
|
|
|
|
|
|
|
|
Themes for graduation
|
|
|
6
|
|
|
|
|
|
|
|
86
|
Teaching Skills System for Children with Disabilities in Special Education
|
SPEC
|
8
|
3
|
25
|
5
|
5
|
10
|
90
|
|
|
87
|
Case Studies in Special Education
|
|
8
|
3
|
20
|
5
|
5
|
10
|
90
|
|
Note: - For English, French, Russian, and Chinese Modules: only one language to be registered to study