TEACHING STRATEGIES APPLIED BY a VIETNAMESE TEACHER IN PRIMARY ENGLISH CLASSES WITH ADHD AND ASD STUDENTS

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION

GRADUATION THESIS
TEACHING STRATEGIES APPLIED BY A VIETNAMESE
TEACHER IN PRIMARY ENGLISH CLASSES
WITH ADHD AND ASD STUDENTS
SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENT FOR THE
DEGREE OF BACHELOR OF ARTS ENGLISH LANGUAGE TEACHER EDUCATION

Supervisor: Nguyen Tuan Anh (MA)
Student: Nguyen Hai Ha
Course: QH2017
Class: 17E2

Hanoi - 2021


ĐẠI HỌC QUỐC GIA HÀ NỘI
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ
KHOA SƯ PHẠM TIẾNG ANH

KHOÁ LUẬN TỐT NGHIỆP
NHỮNG CHIẾN LƯỢC GIẢNG DẠY ÁP DỤNG BỞI
MỘT GIÁO VIÊN TIỂU HỌC TRONG LỚP HỌC TIẾNG ANH
CÓ CÁC HỌC SINH MẮC HỘI CHỨNG TĂNG ĐỘNG
GIẢM CHÚ Ý & RỐI LOẠN PHỔ TỰ KỶ

Giáo viên hướng dẫn: Thạc sĩ Nguyễn Tuấn Anh
Sinh viên: Nguyễn Hải Hà

Khoá: QH2017
Lớp: 17E2

HÀ NỘI – NĂM 2021


I hereby state that I: Nguyen Hai Ha from class 17E2, being a candidate for the degree of
Bachelor of Arts (Honored English Language Teacher Education program) accept the
requirements of College relating to the retention and use of Bachelor’s Graduation paper
deposited in the library.
In terms of these conditions, I agree that the origin of my paper deposited in the library
should be accessible for the purposes of study and research, in accordance with the
normal conditions established by the librarian for the care, loan or reproduction of the
paper.

Signature

Nguyễn Hải Hà
14.05.202


ACKNOWLEDGEMENT
A long journey has come to an end. I have finished my bachelor thesis. This is my
piece of work but created with various and valuable support from other people.
First and foremost, I would like to express my deep and sincere gratitude to my
supervisor, Mr. Tuan Anh Nguyen, the Vice Dean of Faculty of English Language
Teacher Education, University of Languages and International Studies, for giving me the
opportunity to carry out the study and providing invaluable guidance throughout the
progress. He has accompanied me through all challenging stages. His vision, dedication,
sincerity and motivation have tremendously inspired me to complete the thesis. I am

extremely grateful for what he has offered me. It was my great privilege and honor to
work under his guidance.
I am extremely grateful to my parents, for their endless love, caring, encouragement
and sacrifices for educating and preparing me for my future. They are the greatest source
of motivation throughout my life.
I am very much thankful to my boyfriend, who is my lover, supporter, and also the
best friend of mine, for his love, understanding, trust and continuing support in
completion of this paper.
My special thanks go to all of my classmates of 17E2. My girls have been the
strongest, coolest and greatest ones I have ever met in my life. Thanks for their friendship,
unwavering encouragement and competition, of course, which boost my confidence a lot.
Wish all of you guys the best! All of you are always the best on earth!
Last but certainly not least, I am highly indebted to the English teacher who took part
in my research for her honest and cooperative response to all the questions solicited in this
study. She was willing to have me in her lessons and impart her knowledge. Had it not
been for her enormous contribution, I could have never reached the journey’s end.

i


ABSTRACT
The increased prevalence of learners with ADHD and ASD places grave challenges
on Vietnamese teachers, particularly when they find themselves in mainstream English
classrooms of elementary schools. A rich repertoire of instructional strategies is
prerequisite in order for teachers to effectively meet their students’ needs and enhance
their own teaching efficacy. This study aims to portray perceptions of a Vietnamese
primary teacher about teaching strategies used in her English regular classes with
ADHD and ASD students. It also explores how her beliefs and opinions are reflected
through her application of teaching strategies in real practice. This study made use of a
qualitative approach and case study research design. One primary English teacher was

chosen as the research participant. Semi-structured interviews and classroom
observation were used to gather data. The results showed that the teacher not only
successfully grasped the concept “teaching strategies” but also utilized a wide range of
strategies to cater for individual learner’s needs and teaching contexts. Importantly,
she realized their effectiveness despite some common barriers. Furthermore, the
analysis of classroom observation reflected the implementation of diverse teaching
strategies to support students’ learning as well as control their behaviors with some
different strategies when compared to the collected interview data. These findings
suggest that from the teacher’s perspective, teaching strategies need applying in a
creative and flexible way with additional modifications and interventions. It also
appeared that these strategies were rather general teaching strategies. Substantial
implications for teacher education and general classroom functioning emerged. The
relevant issues under the concept teaching strategies for ADHD & ASD students are of
critical importance in designing professional training courses and conducting further
research in the future.
Keywords: Teaching strategies, Vietnamese teachers’ perceptions, primary English
classes, ADHD and ASD primary students.

ii


TABLE OF CONTENT
ACKNOWLEDEMENT …………………………………………………………………….. i
ABTRACT …………………………………………………………………………………... ii
TABLES AND FIGURES …………………………………………………………………. vi
LIST OF ABBREVIATIONS ……………………………...…………………………….. viii
INTRODUCTION …………………………………………………………………………... 1
1. Rationale of the study …………………………………………………………………... 1
2. Research aims and questions …………………………………………………………… 3
3. Research scope ……………………………………………………………..................... 3

4. Expected contribution of the research ………………………………………………….. 4
CHAPTER 1. LITERATURE REVIEW ………………………………………………….. 5
1.1. Key concepts …………………………………………………………………………. 5
1.1.1. Attention Deficit/Hyperactivity Disorder (ADHD) …………………………... 5
1.1.2. Autism Spectrum Disorder (ASD) .................................................................... 6
1.1.3. Teaching strategies ............................................................................................ 7
1.2. Learning difficulties encountered by primary students diagnosed with
ADHD and ASD .................................................................................................................. 8
1.2.1. Learning difficulties encountered by primary students
diagnosed with ADHD ……………………………………………………………… 8
1.2.2. Learning difficulties encountered by primary students

iii


diagnosed with ASD ………………………………………………………………… 9
1.3. English teacher training programs in Vietnam ……………………….…………. 10
1.4. Problems encountered by English teachers in mainstream classrooms having
students with ADHD and ASD ………………………………………………………… 13
1.5. Strategies applied in teaching English for students with ADHD and ASD …….. 14
CHAPTER 2. METHODOLOGY ……………………………………………………..…. 17
2.1. Research design …………………………………………………………………...... 17
2.2. Research participants and sampling ……………………………………………… 17
2.3. Data collection procedure and methods ………………………………………….. 18
2.4. Data analysis procedure and methods ……………………………………………. 21
CHAPTER 3. RESULTS ……………………………….…………………………………. 23
3.1. Teacher’s perceptions regarding teaching strategies used in her English
classes with ADHD and ASD students …………….…………………………………... 23
3.1.1. Teacher’s understanding of ADHD and ASD ……………………………..... 24
3.1.2. Teacher’s understanding of teaching strategies ……………………………... 26

3.1.2.1. Teacher’s definition of teaching strategies ………………………… 26
3.1.2.2. Teacher’s beliefs of features of teaching strategies ………………... 26
3.1.3. Teacher’s perceptions of teaching strategies employed in her English
classes with ADHD and ASD students …………………………………………….. 28

iv


3.1.4. Factors that hinder effective implementation of teaching strategies …........... 36
3.2. How the teacher’s perceptions are reflected in the ways she uses
teaching strategies ……………………….....................................………………………… 40
3.2.1. The diversity of teaching strategies used in the classroom ………………….......... 42
3.2.2. Teaching strategies utilized by the teacher in her English
classrooms having ADHD and ASD students …………………………………………… 43
CHAPTER 4. FINDINGS AND DISCUSSION …………………………………………. 52
4.1. Teacher’s understanding of teaching strategies …………………………………. 52
4.2. The diversity of teaching strategies applied to English classes
with ADHD and ASD students ……………………………………………………........ 52
4.3. Teacher’s combination of teaching strategies ………………………………......... 53
4.4. Teacher’s perceptions about the effectiveness of her applied
teaching strategies …………………………………………………………………......... 55
4.5. Teacher’s use of behavioral strategies in English classes with
ADHD and ASD students ……………………………………………………………..... 56
CONCLUSION ………………………………………….…………………………………. 57
REFERENCES …………………………………………………………………………….. 62
APPENDIX ………………………………………………………………………………… 73

v

TABLES AND FIGURES
TABLE
Table 1. Landmark National Laws, Policies, Regulations, and Circulars

10

Advancing Inclusive Education in Vietnam since 2006 (adapted from Nguyen
et al., 2020)
Table 2. Summary of classroom observation

21

Table 3. Strategies described in the interview and how they are reflected in the

41

participant’s real English classrooms including students with ADHD and ASD
Table 4. Lesson procedure

49

Table 5. Qualitative coding scheme for interview data

77

FIGURE
Figure 1. Core themes that feature teacher’s perceptions regarding teaching

23

strategies used in her English classes with ADHD and ASD students
Figure 2. Aspects that lie in teacher’s understanding of ADHD and ASD

24

Figure 3.1. List of teaching strategies that were self-reported by the teacher

28

Figure 3.2. List of teaching strategies that were self-reported by the teacher

33

(cont.)
Figure 4. Factors that were reported to hinder effective implementation

37

of teaching strategies
Figure 5. List of teaching strategies that were applied to ADHD and ASD
students in the teacher English classes

vi

40


Figure 6.1 (Appendix B) Role of teacher & teacher talk - Competency 2.1 for

75

Primary Teachers - Domain 2 (in English Teacher Competency Framework)
Figure 6.2 (Appendix B) Learner Development - Competency 3.1 for Primary
Teachers - Domain 3 (in English Teacher Competency Framework)

vii

76


LIST OF ABBREVIATIONS

ADHD

Attention Deficit Hyperactivity Disorder

ASD

Autism Spectrum Disorder

APA

American Psychological Association

EFL

English as Foreign Language

ELL

English Language Learner

ETCF
IE
MOET
PPG
SE

English Teacher Competency Framework
Inclusive Education
Ministry of Education and Training (Vietnam)
Professional Practice Guidelines
Special Education

SEN

Special Educational Needs

SWD

Students with Disabilities

viii


INTRODUCTION
1. Research rationale
Aside from being health issues, Autism Spectrum Disorder (ASD) and Attention
Deficit/Hyperactivity Disorder (ADHD) have become one of the educational problems.
In recent years, the increased prevalence rate of ADHD and ASD among primary-aged

children has posed enormous challenges for teachers to effectively instruct and
manage them in general education (GE). Their learning process as well as educators’
traditional instruction in a mainstream classroom have been confronted with many
aspects of two disorders (Lybarger-Monson, 2017).
In Vietnam, studies have reported an increased inclusion rate of ADHD and ASD
students at the elementary level compared to the previous years (Pham, Nguyen &
Tran, 2015). As the two disorders are associated with impairments of language
comprehension, language use, processing, concentration and memory, young learners
experience more difficulties in language learning, requiring extra help and instruction
from teachers inside the classrooms (Amanda, 2016). The current context of teaching
English as a foreign language (EFL) with the implementation of communicative
language teaching approach may even have more adverse impacts on these students
with learning difficulties (Vu & Nguyen, 2020). As a result, English teaching becomes
much more demanding as teachers are required to embrace multiple professional tasks:
facilitating students’ learning, adapting learning environments to meet the needs of a
range of pupils, transferring high-quality and effective instruction, monitoring students’
progress, and so on.
Nonetheless, when ADHD and ASD learners are placed in a regular education
class, the experience can be valuable or unfavorable depending on how well teachers
accommodate them (Bender & Mathes, 1995; Hart & Whalon, 2011). The fact is that
the child can be integrated in the class with the help provided by the teacher and
1


effective strategies to which the child is applied. Hart and Whalon (2011) claimed that
the evidence-based strategies that teachers execute determine the success of students
with ADHD and ASD. They again stressed the importance of teachers being exposed
to an array of teaching strategies coupled with research; it is then up to the teacher to
make careful judgments on which strategy can be implemented based on teaching
context and the students themselves. With appropriate instructional and behavioral

strategies and interventions, ADHD and ASD students can succeed in English learning
in mainstream settings and inclusive classrooms.
It is integral for educators to not only recognize the value but also incorporate
strategies in the classroom to create conducive environments for students with
disabilities (SWD), ensure neurodiversity and equity, and improve their educational
success (Lybarger-Monson, 2017; Hoffman, 2013). Guidelines and recommendations
to satisfy individual students, especially those diagnosed with behavioral, intellectual
disabilities, though, are not adequately covered in training programs for pre-service
and in-service teachers alike to help them respond to diversity as part of Vietnam
English Teacher Competency Framework (ETCF, MOET 2012) (Vu & O’Rourke,
2013). Thus, Vietnamese teachers of English are put under pressure and tend to
perceive themselves as unprepared when being assigned to teach these classes
(Nguyen, Villa, Le, Thousand & Pham, 2020).
Teachers’ desire for greater teaching effectiveness necessitates the adequate
provision of strategies and interventions to support both learners with and without
symptoms of ADHD and ASD. This need has become more urgent than ever due to the
absence of a standardized framework as well as conflicting results yielded by previous
studies (Howlin, 2013; Kagan & Kagan, 1998; Vasquez, 2009). Moreover, a wealth of
research has failed to provide a sufficient amount of evidence-based strategies for
primary EFL teachers. In terms of students diagnosed with ADHD exclusively, to the
best of my knowledge, apart from studies investigating effective intervention strategies
2


to manage and control their behaviors (DuPaul, Weyandt & Janusis, 2011), there is
little research exploring strategies to improve their learning outcomes. This present
study, therefore, aims to fill all the research gaps above and helps teachers to
overcome obstacles in order to make a difference in the field of education.
2. Research aims and research questions
This study is expected to (1) identify perceptions of a Vietnamese primary English

teacher regarding teaching strategies used in classes with ADHD and ASD students
and (2) explore how teaching strategies that have been practically applied in the
English classes reflect her perceptions.
This study aims to respond to two research questions:
(1) What perceptions do the teacher have regarding teaching strategies used in her
English classes with ADHD and ASD students?
(2) How are the teacher’s perceptions reflected in the way she uses teaching strategies?
3. Research scope
This study focused on a group of students with symptoms of ADHD and ASD who
are learning EFL in elementary schools in Vietnam. The specific number of these
students and their background information would be included in Section 2.3 (Chapter
2) along with the demographic information of their English teacher. They were
officially diagnosed by experts and observed to exhibit core features of two disorders
in the classroom setting. In the study, they would be the target for both the interview
and classroom observation.

3


4. Expected contribution of the research
1) This thesis will contribute to a large body of research investigating the use of
teaching strategies in meeting the needs of children with ADHD and ASD, as well as
those with learning disabilities in inclusive and general education;
2) The results of this study will raise institutional awareness of teacher competency
framework, ADHD and ASD, especially emphasize the course designers’ attempts to
modify the course content so as to better prepare pre-service teachers for increased
diversity within classes and enhance their teaching competences;
3) It will also be a source of support for English teachers, especially those working in
primary schools because their opinions will be considered. The list of teaching
strategies collected from field observation may be helpful for them to deal with their

own problems in classes.

4


CHAPTER 1. LITERATURE REVIEW
1.1. Key concepts
1.1.1. Attention Deficit/Hyperactivity Disorder (ADHD)
Attention Deficit Hyperactivity Disorder, hereafter referred to as ADHD, is one of
the most common disorders in the classroom (Sousa, 2001). Different researchers and
authors have investigated and provided several definitions of ADHD. Sousa (2001)
points out:
Attention-deficit hyperactivity disorder (ADHD) is a syndrome that interferes with
individual’s ability to focus (inattention), regulate activity level (hyperactivity), and
inhibit behavior (impulsivity). It is one of the most common learning disorders in
children and adolescents. It affects an estimated 4.1 percent of youths ages 9 to 17 for
a period of a least six months. (Sousa, 2001, p.47)

Present by the age of seven years old, ADHD symptoms should be apparent in
more than one setting, for instance at home and in the classroom (Hanne, 2003).
People with ADHD can also exhibit excessive distraction, and this is usually
accompanied by impulsivity and hyperactivity. With the tendency to be easily
distracted by external stimuli, a short-term memory usually comes. Children with
ADHD act without thinking, are hyperactive, and have trouble focusing. They are able
to comprehend what is expected from them but have trouble following through
because they cannot sit still, pay attention, or attend to details (Douglas, 2005).
Three distinct types of the disorder have been established depending upon which
symptoms are the strongest in the individual (Copeland & Love, 1992). These can be
described as follows:

5


a) Predominantly inattentive type: it is challenging for the individual to organize
and complete a task, to pay attention to details, or to follow instructions or
conversations
b) Predominantly hyperactive-impulsive type: the person keeps fidgeting and
talking. They find it hard to sit still for long (for instance when eating a meal or while
doing homework). Small children may run around, jump uncontrollably, or climb
constantly. They feel restless, so may interrupt others a lot or speak at inappropriate
times.
c) A combined type of hyperactivity, inattention and impulsivity: symptoms of the
above two types are equally predominant in the individual.
In regard to the cause of ADHD, Sousa (2001) has stated that the exact cause of
ADHD remains unknown. There are probably several causes for this medical problem,
for example: an imbalance in certain neurotransmitters that help the brain regulate
focus and behavior, maternal smoking, exposure to toxic chemicals and so on. Despite
that, research on ADHD has increased in the last decades and emphasized that ADHD
is a complex problem (Villalobos, 2011).
1.1.2. Autism Spectrum Disorder (ASD)
Autism Spectrum Disorder (ASD), like ADHD, is listed as one among the
neurodevelopmental disorders in DSM-V that can be identified in childhood and
adolescents (APA, 13). Children diagnosed with symptoms of ASD are essentially
characterized by restricted and repetitive behaviors, interests or activities (for instance,
rigid thinking patterns, excessive interest in a certain topic in addition to early signs of
cognitive developmental delay and language deficits.
With respect to classifying different types of ASD, doctors assigned three different
levels 1, 2, 3 to two areas of functioning, namely social communication and
6

restricted/repetitive behaviors. This numerical scale categorizes ASD patients based on
signs and how much outside assistance an ASD person is likely to need in their daily
life (APA, 2013).
1.1.3. Teaching strategies
Educationists hold different ideas of the concept “teaching strategy”. In 1972,
Stones and Morris defined teaching strategy in the following words: “Teaching
strategy is a generalized plan for a lesson which includes structure, instructional
objectives and an outline of planned tactics, necessary to implement the strategy”. It
generally refers to teachers’ consideration of some policies before delivering the
content with the help of which teaching objectives are achieved. Nevertheless, in
essence, strategy changes corresponding to the situations. In other words, it is contextbased (Gill & Kusum, 2017). Therefore, other factors should be put into consideration
prior to teachers’ final decisions being made. Uno (2008) explained it as “the means
used by teachers to select learning activities that will be used in the learning process”
after thoroughly considering “the circumstances, learning resources, needs and
characteristics of learners”.
This paper adopts the definition of “teaching strategies” proposed by Mohanty
(2011) which refer to “the structure, system, methods, techniques, procedures and
processes that a teacher uses during the delivery of the instruction”. A teaching
strategy includes teaching methods, techniques, aids material, tactics for framing such
a broad teaching learning structure as to help the learner in the realization of the set
objectives (Kumar, 2012). Instructional strategies are varied in the consideration of
such critical factors as the consideration of the teaching and learning context (i.e., class
size, grade level, unit topic, teaching and learning resources), needs and characteristics
of target learners, and so on. Identifying appropriate strategies will enable teachers to
determine and develop the set of effective learning activities for their students.

7

1.2. Learning difficulties encountered by primary students diagnosed with ADHD
and ASD
Diagnostic criteria for ADHD and ASD suggest a range of difficulties in behavioral,
emotional and academic aspects, including learning foreign languages (Leitner, 2014).
Such problems have been periodically reported in studies over several decades. Also,
studies indicate a consistent profile of not only language impairments but also social
impairments in children diagnosed with these disorders.
1.2.1. Learning difficulties encountered by primary students diagnosed with
ADHD
According to Harpin (2005), persistent features of ADHD interfere with their
cognitive and functional development. The majority of the symptoms will lead to
serious consequences such as reduced school performance and academic attainment.
Furthermore, their insufficient self-application to complete tasks that require sustained
effort is often interpreted as laziness, irresponsibility, or failure to cooperate.
Stated by a 2016 study (Hawkins et al., 2016), as regards language learning,
difficulties in both the formal learning of structure and the use of language in different
contexts are common among learners with ADHD. Pragmatic aspects of language,
which involve impairments in the use of language in social communicative contexts
such as maintaining appropriate topics, not talking excessively, turn-taking in
conversations and interpreting non-verbal cues of others, are also seen in these
children (Bishop & Baird, 2001; Bishop, 2000, as cited in Hawkins et al., 2016).
It is also worth mentioning their disruptive behaviors which raise the need for
effective teaching intervention strategies and classroom management skills. Their
behaviors can be “unpredictable, hostile and confrontational” and it seems they are
unable to reflect on and learn from their past mistakes (Mash and Wolfe, 2005; DuPaul
& Stoner, 2003). Children with ADHD often act immaturely and have difficulty
8


learning how to control their impulsiveness and hyperactivity. Classroom contexts

often trigger ADHD symptoms when students are required to sit still, be quiet and
concentrate. Provided the students try to do so, their symptoms can worsen, and this
can damage their self-perception and self-esteem, as well as their relationships with
teachers and peers (Gwernan-Jones et al., 2016; Henricsson & Rydell, 2004).
1.2.2. Learning difficulties encountered by primary students diagnosed with
ASD
ASD is a complex disorder which might bring serious obstacles to the foreign
language learning process. Firstly, comprehension has become a major barrier for the
ASD children. Research proved that they often have problems in understanding written
information, and in making inferences from texts (Nation, Clarke, Wright, & Williams,
2006). Substantially, impairments in social interaction and communication prevalent
among ASD children clearly create pressing challenges in their language learning
profile, especially when they are included in a normal class. To be specific, students
with ASD are less likely than other normally-developing peers to initiate conversations,
respond appropriately to the conversational turns and be able to understand the
intention and the illocutionary force of utterances (Mody & Belliveau, 2013).
ASD children’s communicative limitations or delayed language development are
not caused by inadequate proficiency. Instead, they result from a lack of competence
in social interaction and in understanding the purpose of communication, which in turn
is a result of their lack of reciprocity (Autism & Asperger, 2017). As a result, blending
these disorders-challenged students in the regular English classes is definitely not an
easy job as they could experience a sense of failure if they are expected to follow the
curriculum for normal children.

9


1.3. English teacher training programs in Vietnam
Throughout the history and evolution of services for SWD in Vietnam, the model
of IE has been believed to be the preferred mode of education for children with

disabilities (Nguyen, Richard, Le, Jacqueline, & Pham, 2020). With endeavors to
establish system-based changes, sustained commitment and vigilance is required to
maintain any progress that has been made as well as expand inclusive opportunities
countrywide. Up to recent years, Vietnam has made such a public political
commitment to IE, and MOET led the way (see Table 1). However, according to
Nguyen and Nguyen (2013), the promulgation of any legal framework is just “a
primary condition” to ensure effective and sustainable work to support people with
disabilities. Based on the legal framework as foundation, the education system should
be holistically and strategically improved, developed and coordinated in responding to
the diverse needs of SWD.
Table 1. Landmark National Laws, Policies, Regulations, and Circulars Advancing
Inclusive Education in Vietnam since 2006
Decision No. 23

MOET issues regulations on the responsibilities of teachers

(June 22, 2006)

and administrators and preschool, elementary and secondary
general education institutions on inclusive education for
SWD.

Circular No. 42

MOET, the Ministry of Labor, Invalids, and Social Affairs

(December 31, 2013)

(MOLISA), and the Ministry of Finance (MIF) articulate
policies regarding educational rights of individuals with

disabilities including adaptation of curriculum and activities;
university studies; and financial support for school supplies,
equipment, and scholarships to allow for participation in
education.

Circular No. 19

MOET and Ministry of Homeland Affairs (MOHA)
10


(June 22, 2016)

establish a new job code for the training of staff (e.g.,
teachers) that supports the education of individuals with
disabilities in educational institutions.

Circular No. 3

MOET issues regulations regarding inclusive education for

(January 29, 2018)

persons with disabilities, which specifies responsibilities of
teachers and administrators to keep information regarding
children

with

disabilities

confidential

and

their

responsibilities and rights in implementing competencybased educational reform. This circular also describes
establishing within educational settings the resources—
materials, specialized equipment, assessment checklists to
determine student’s abilities, counseling technical assistance
personnel—to enable educators to support students with
disabilities in their schools and classrooms.
Decision 2913

MOET issues 5 detailed syllabi and accompanying

(August 10, 2018)

guidelines for inclusive education modules for preschool,
primary, and secondary teacher training programs in
Vietnamese colleges and universities.

Vietnam

Law

on For the first time, national education law identifies inclusive

Education, Article 15. education as the preferred mode of education and states that

Inclusive
(2019)

Education the State shall adopt policies to support the implementation
of inclusive education.

(Adapted from Nguyen et al., 2020)
The investigation into different training programs and courses of pre-service
English teachers provided by major universities in Vietnam reflects an incoordination
with overall policy, requirements, practices which were formulated by government
education departments. There is a body of research uncovering the tension between
11


what has been stated in the documents or policies and real situations. In Vietnam,
uneven teacher professional development has still been so prevalent that over 70% of
teacher respondents reported their lack of necessary training on teaching students with
special learning needs in one study conducted by UNESCO (2015). Found in Nguyen
et al. (2020) was that qualified teachers were in exceedingly short supply in nearly
three quarters (72.3%) schools. For every seven teachers in primary schools, only one
teacher accounting for a meager 14.1% has received training to teach SWD. It can be
explained that many colleges and universities have recently required GE candidates to
take less than three courses relating to teaching SWD generally and those with ADHD
and ASD specifically. University of Languages and International Studies, the faculty
of Special Education in Ho Chi Minh University of Education (Department of SE,
2020), the one of Hanoi National University of Education (the Faculty of SE, 2019)
can be some among many representations.
In spite of enhanced political focus, there seems to be a discrepancy between the
overall visions of the development of inclusive education and the teachers’ teaching
routines and practices. Teachers in different countries ask for more knowledge and

education regarding inclusion, especially for ADHD and ASD students (Molbæk,
2017). The same situation has been plaguing Vietnamese teachers. Due to the lack of
professional training, they would be brought under extra pressure when facing
unexpected situations which can possibly adversely impact teaching efficacy and lead
to poor learning performance of the whole class.
Teacher’s difficulties and burnout in teaching EFL for those with ADHD and ASD
included in regular classes along with possible strategies that have been applied in real
practice will be further discussed in the next sections.

12


1.4. Problems encountered by English teachers in mainstream classrooms having
students with ADHD and ASD
The inclusion of pupils with ADHD and ASD in mainstream primary schools can
present unique problems and tension for teachers. A study conducted by Sari, Zaini,
and Suarja (2017) showed that the problems were students-related. These issues were
classified into students’ internal factors (vision and hearing ability, attitude,
intellectual level…) and students’ external factors (social environment, family, school,
friend…). Contrarily, Edward (2015) discovered that the issues lie in the educators.
Poor pedagogical knowledge and lack of in-service training among teachers reduced
their readiness and confidence level in order to tackle these special children. In line
with Edward’s work, another study found that the problem which arises in the teaching
and learning process is because of the teachers’ lack of experience (Ferbalinda, 2016).
Similarly, in Vietnam, the lack of authentic information and professional training
resulted in English teachers’ limited knowledge and capacity required to handle
classes with SWD. There is even an inadequate understanding of ASD and ADHD,
leading to the deeply-ingrained social stigma and discrimination against these
disadvantaged children, even among pre-service teachers who have serious
misconceptions about the cause, diagnosis, treatment and interventions, especially

among elementary teachers. Their understanding is rather erroneous which chiefly lies
in the classroom management skills and intervention skills for children with these
disorders (UNICEF, 2015).
This issue has even been exacerbated by traditional large class size commonly
observed in primary schools (around 40 students/class). Vietnamese teachers have no
choice but to adopt low-level teaching strategies such as lecturing in which teachers
become the only ones presenting and instructing. Otherwise, it would result in the low
or uneven participation of students, which was also mentioned by Ur (1996).

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1.5. Strategies applied in teaching English for students with ADHD and ASD
One of the most popular strategy frameworks known as providing enormous
assistance for struggling young ELLs with ADHD is of multisensory approaches.
These approaches were promoted by Dal (2008) and Sousa (2001) and supported by
the study of Amend et al. (2009) (as cited in Tolbert, Killu & Lazarus, 2015). Multisensory approaches feature accommodations to learning strategies and resources
depending upon learning preference, for example: teaching presentation in at least
three basic learning modalities (auditory, visual and tactile) (Gadt-Johnson & Price,
2000); designing different activities, and so on.
Multisensory-based modifications used to be experimented with SWD in the USA
who were learning Spanish as a foreign language. Sparks & Ganschow (1993) found
that they were highly effective to teach phonological skills, resulting in improved the
phonemic awareness of students in both Spanish and English. Multi-sensory teaching
modalities are also scientifically proved to be beneficial to increase memory function
of ADHD and ASD students (Moreno & Mayer, 2007; Medina, 2008). In some other
foreign language courses, students were offered chances to take part in games. These
“learning by doing” activities stimulated students’ mental, cognitive development,
created more opportunities for them to practice the target languages in a multi-modal
environment (physical movement, sound, vision) without feeling anxious and afraid of

speaking an alien language.
According to Ford (2013), there are four recommendable strategies for teaching
students with learning disabilities including ADHD and ASD, namely (1) co-teaching,
(2) differentiated instruction, (3) peer-mediated instruction and (4) interventions.
Described in the study of Ford (2013), co-teaching is a strategy in which a teacher
is principally responsible for conducting all instruction in the classroom. He is
simultaneously given supplementary assistance by another teacher. Another model is
parallel teaching where the two teachers work together in planning and designing the
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