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In special education, some behaviors may initially lead adults to think that a child is \u201cuncooperative\u201d or \u201cdoesn\u2019t want to learn.\u201d Yet behind every behavior may be an unmet need, a skill the child has not yet learned to use, or a form of communication that adults have not yet learned to understand.<\/p>\n
Supporting children therefore requires more than professional expertise. It also calls for patience, keen observation, and the belief that every child has the potential to grow and develop in their own way.<\/p>\n
With four years of experience in special education, Ms. Do Thi Diem Suong is currently an Intervention Teacher at Special Em\u2019s Education Center (SEEC). She holds a Bachelor\u2019s degree in Social Work from the University of Social Sciences and Humanities, Vietnam National University Ho Chi Minh City, and has experience working with children aged 2.5 to 7, including children with Autism Spectrum Disorder (ASD), language delays, intellectual disabilities, ADHD, and other support needs.<\/p>\n
Ms. Suong\u2019s areas of expertise include early intervention, functional communication development, and individualized intervention planning. Throughout her work, she has been involved in developing IEP goals, monitoring children\u2019s progress, and designing activities to support the development of communication, cognitive, self-care, and adaptive behavior skills. She has also received training in and applies a range of intervention approaches and tools, including ABA, AAC, DTT, NET, Prompting, Behavior Intervention, and PRT, alongside certifications in Speech and Language Therapy for Children with Autism and Special Education.<\/p>\n
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For Ms. Suong, the most important principle when working with children is to \u201cunderstand the child before teaching the child.\u201d She believes that when adults know how to listen to and respect each child\u2019s individuality, learning can become more natural and effective. Rather than focusing on what a child cannot do yet, she seeks to understand the reasons behind their behavior, adapt her communication, break goals down into smaller steps, and choose approaches that are appropriate to each child\u2019s abilities.<\/p>\n
At Special Em\u2019s, Ms. Suong continues to build on her strengths in individual intervention and developing programs tailored to each child. She also works closely with families to support children in maintaining their progress in everyday life. With dedication, patience, and a commitment to continuous learning, she hopes to help every child discover that they are capable of making progress\u2014even if it begins with the smallest of steps.<\/p>\n
Because to her, every child develops at their own pace. And sometimes, the first thing adults need to do is not ask children to change, but simply give them more time to understand how they are trying to communicate with the world.<\/p>\n","protected":false},"excerpt":{"rendered":"
In special education, some behaviors may initially lead adults to think that a child is \u201cuncooperative\u201d or \u201cdoesn\u2019t want to learn.\u201d Yet behind every behavior may be an unmet need, a skill the child has not yet learned to use, or a form of communication that adults have not yet learned to understand. Supporting children […]<\/p>\n