55 Educational Sciences, 2021, Volume 66, Issue 4AB, pp. 55-67
This paper is available online at http://stdb.hnue.edu.vn
INVESTIGATION OF IMPROVING INDOOR AIR QUALITY METHODS AT EDUCATIONAL INSTITUTIONS PROVIDING SERVICES
FOR CHILDREN WITH DISABILITIES IN VIETNAM
Hoang Thi Nho1 and Nguyen Thi Anh Thu2
1Faculty of Educational Sciences, VNU University of Education, Vietnam National University
2K67, Faculty of Special Education, Hanoi National University of Education
Abstract. Indoor air quality has a significant impact on the health and working efficiency.
There are studies on indoor air quality and the effect of indoor air quality on young children around the world and also in Vietnam. However, several studies have have not evaluated indoor air quality in classrooms at educational institutions that provide assistance to children with disabilities. As a result, the article focuses on investigating methods to improve indoor air quality at educational institutions providing services for children with disabilities, based on theoretical and practical studies on air quality; expert and teacher opinions on the feasibility and readiness to implement methods to improve air quality at intervention facilities for children with disabilities. The survey has 151 people that took part in it. The findings indicate that teachers in both inclusive and special schools have a basic grasp of classroom indoor air quality and its influence on children with disabilities.
Teachers in specialized schools, on the other hand, rated classroom indoor air quality substantially worse than teachers in inclusive institutions. Furthermore, they highlighted steps done by their institution as well as additional innovative but particular ideas for improving classroom indoor air quality for children with impairments. Because this is a relatively recent problem in Vietnam, more methods to enhance classroom indoor air quality at educational institutions that provide services for children with disabilities are required.
Keywords: indoor air quality, methods, children with disabilities.
1. Introduction
According to the World Health Organization, indoor air pollution is the most serious and dangerous problem, as up to 80% of human activities take place indoors [1]. In Vietnam, the average indoor concentration of particulate matter 2.5 (PM2.5) in primary schools is higher than the Ministry of Health's recommended standard, particularly in schools near roads (concentrations of fine dust 2-3 times higher), and schools near markets and roads also have relatively high levels of volatile organic compounds (VOCs) in classrooms [2].
Indoor air quality has a significant impact on health and working efficiency of residential community, especially in offices when doors are closed. According to the Environmental Protection Agency (EPA), the levels of indoor air pollutants are often 2 to 5 times higher than that outdoor, and in some cases these levels can exceed 100 times [3]. In addition, it was discovered that when the number of children is too large, or when the ventilation system of the Received July 21, 2021. Revised August 14, 2021. Accepted September 2, 2021.
Contact Hoang Thi Nho. E-mail address: htnho@vnu.edu.vn
56
classroom functions badly or not at all, or when the classroom doors are closed, the chemical composition and physical properties of the indoor air alter significantly [4]. The amount of CO2, water vapour, heavy ions increased dramatically [4]. At the same time, the air temperature, dust concentration, and bacterial contamination are at the high level [4]. Some organic compounds such as NH3, H2S, some fatty acids, and others may appear in the room [4]. Furthermore, the polymeric polymer decomposition creates different compounds that can contribute to classroom indoor air pollution. [4] The classroom air temperature can also increase from 2.5 to 3.5 degrees Celsius at the end of the day. If classroom fans are lack in poor ventilation conditions, the air temperature can increase 4-6 degrees Celsius. Besides, the classroom air’s bacteria source comes from the bacterial flora in the nasal cavity and dust [4]. Several studies showed that the number of bacteria in 1.3 cubic meters of air increases from 6-7 times at the end of the lesson.
Some of those bacteria are germs. In the classroom, the electrified air also affects the functioning of the child's body [4].
There are various studies about indoor air quality and the effect of indoor air quality on young children worldwide, such as “Indoor air quality, ventilation and health symptoms in schools: an analysis of existing information” [5], “Environment and Health in Children Day Care Centers (ENVIRH) – Study rationale and protocol” [6], “Effect of indoor air quality of daycare centers in children with different predisposition for asthma” [7].
In Vietnam, several activities related to air quality assessment have been carried out over the past ten years. Vietnam is a member of the “Clean Air for Asian Cities” (CAI-Asia) network. This network aims to foster the air quality improvement of Asian cities. The network's primary purpose is to propagate “The understanding of policies and actions to reduce air pollution, greenhouse gases arising from the transportation, energy and other factors.” A doctoral thesis (funded by the Vietnamese government, DANIDA, and the Danish National Institute for Environmental Research) evaluated air conditions in Hanoi and identified several factors affecting air quality. Besides, a study of the Vietnam - Switzerland Clean Air Program (SVCAP) is aimed to implement an air quality monitoring system as well as to develop a pilot emission intervention program for Hanoi between 2004 and 2008. This study is the first long- term sampling campaign in Viet Nam and funded by the Swiss Agency for Development and Cooperation (SDC) [8]. The study does not only recommends an immediate action plan to raise awareness of how air pollution in Hanoi impacts health but also has conversations about the policy, economic and regulatory dimensions to advance methods that could improve air quality in Hanoi.
Additionally, some Vietnamese articles mention that air quality affects children in general and children with disabilities in particular. Take the article named “Let every breath count:
UNICEF Việt Nam” as an example. This article has pointed out that nowadays, thanks to MRI and other medical technologies, can we see and assess the harm to children's lungs and brains.
The Vietnamese government also has the ability to reduce air pollution in schools and the surrounding environment for children [9].
However, there is not much research on the impact of classroom indoor air quality on children with disabilities, as well as methods to enhance classroom indoor air quality in educational institutions that provide interventions for children with disabilities in Vietnam at the moment. Therefore, based on theoretical and practical research on indoor air quality, this study investigates methods used in improving classroom indoor air quality and how teachers and staff use these methods at educational institutions providing interventions for children with disabilities, as well as opinions of experts and teachers on the feasibility and readiness of schools to implement.
57 Indoor air quality (IAQ) is a term that refers to the air quality in and around buildings and structures, especially as it relates to the health and comfort of occupants inside. [10] The IAQ is part of the “Indoor Living Environment Quality” (IEQ), which includes both the IAQ as well as the health and psychological aspects of living inside the home [11]. On November 12, 2019, the General Department of Environment issued Decision No. 1459/QD-TCMT on promulgating Technical Guidelines for calculation and publication of Vietnam Air Quality Index (VN_AQI) [12]. According to Decision No.1459/QD-TCMT, the Vietnam Air Quality Index (abbreviated as VN_AQI) is an index calculated from monitoring air pollutants in the air in Vietnam to indicate air quality status and its impact on human health, expressed through a scale [13]. In this guide, AQI is applied to two types: daily AQI is an expected value of air quality in a day; The hourly AQI is the AQI value representing the air quality for 1 hour. The Air Quality Index is calculated on a scale with 6 ranges of AQI values: 0 – 50 (Good), 51 – 100 (Moderate), 101 – 150 (Unhealthy for Sensitive Groups), 151 – 200 (Unhealthy), 201 – 300 (Very unhealthy) and 301 - 500 (Hazardous), corresponding to icons and colours to warn of air quality and its impact on human health. Parameters used to calculate VN_AQI include SO2, CO, NO2, O3, PM10, and PM2.5. VN_AQI calculation method requires at least 01 of 02 parameters PM10, PM2.5 in the calculation formula [13].
Indoor air pollution is the most severe worldwide issue in developing countries. In these countries, burning biomass (such as wood, charcoal, animal dung, or agricultural waste) for heating and cooking creates a lot of indoor air pollutants [14]. Tobacco smoke, Radon gas (rock structure underneath buildings or mixed in building materials), molds, carbon monoxide (CO), carbon dioxide (CO2), compounds volatile organic substances (VOCs), various bacteria, asbestos fibers (in floor coverings, ceiling stickers, cladding, fireproofing materials, heating systems, pipe wrapping materials, plastering materials, trowel, and other insulation materials), are the foremost common causes of indoor air pollution [11].
2. Content
2.1. Methods
This study was conducted by questionnaire in two months from April to June 2021.
Participants included 151 teachers who worked with children with disabilities in inclusive, integrated and specialized schools in Hanoi (n = 87/129), Ninh Thuan (n = 11/129), Ho Chi Minh city (n = 19/129) Binh Duong (n = 3/129), Da Nang (n = 2/129), Hai Phong (n = 1/129), Nam Dinh (1/129), Tay Ninh (n = 1/129), Thanh Hoa (n = 2/129) and Da Nang (n = 2/129).
There are nine questions asked in the survey. Because of the Covid 19 epidemic, the authors created a survey using the survey management software Google Form and sent it to teachers via email and other social networks such as Facebook, Zalo, Viber. Demographic information of the survey participants included sex (n = 13/148 male, n = 135/148 female), age (range: between 18 and 58, SD = 9.25), number of teaching years (range: between 0 and 32, M = 5, SD = 7.90) number of years of teaching children with disabilities (range: between 0 and 31, M = 2, SD = 5.80), type of disability of the children who have been and are teaching (range: between 0 and 31, M = 2, SD = 5.80), province/city of work's place (range: between 0 and 31, M = 2, SD = 5.80), work unit, type of educational institution (n = 82/139 inclusive education, n = 53/139 special education, n = 4/139 integrated education), phone number and email of participants.
The survey covered the following topics: teachers' knowledge of indoor air quality, teachers' assessments of teachers teaching children with disabilities on classroom indoor air quality level, how harmful factors affect indoor air quality, the effect of harmful indoor air quality on children with disabilities, the meaning of ensuring classroom indoor air quality for children with disabilities, methods to improve classroom indoor air quality that educational institutions
58
12%
71%
17%
Collected data
Classroom indoor air quality refers to the air quality within the buildings/schools without relating to the health and comfort of building occupants/school occupants who are children.
Classroom indoor air quality refers to the air quality within and around buildings/schools, especially as it relates to the health and comfort of building occupants/school occupants who are children.
providing services for children with disabilities in localities have used, teachers' suggestions to improve classroom indoor air quality at institutions providing services for children with disabilities, the frequency of lesson content for children with disabilities that related to the air and improve the classroom indoor air quality.
2.2. Survey results
2.2.1. Teachers' understanding of classroom indoor air quality
Figure 1. Teachers' understanding of classroom indoor air quality
In 1987, Moscow Environmental Conference co-organized by UNEP and UNESCO reached the following conclusion about the importance of environmental education: “It will be challenging to reduce environmental hazards locally and globally in the future unless we improve the public's understanding of the close relationship between environmental quality and the continued supply for their growing needs. The reason for this is because people's behaviors are determined by their motivation, which is defined by their awareness and degree of knowledge. As a result, environmental education is an essential tool for helping people understand the environment” [15]. One of the challenges connected to environmental education and environmental preservation in schools is classroom indoor air quality. Understanding classroom indoor air quality assists teachers in general and special education teachers in particular in gaining information, developing strategies, and evaluating methods to improve the best classroom indoor air quality for children. Furthermore, with an awareness of classroom indoor air quality, their approaches would be appropriate for the manners and customs. They can also educate students about classroom air quality and improve students’ understanding about maintaining, protecting, and enhancing classroom indoor air quality. Teachers' and students' understanding of ensuring classroom indoor air quality is especially important at facilities that intervene for children with disabilities because children with disabilities have multiple health problems, so ensuring classroom indoor air quality could guarantee their physical health while at school.
As can be seen from the graph, teachers have a precise grasp of classroom indoor air quality, with 107 correct selections concerning the concept of classroom indoor air quality (the correct concept about indoor air quality based on EPA’s definition) accounting for 71%. This figure demonstrates that the majority of teachers who participated in the survey had a good understanding of the classroom indoor air quality. Therefore, the results have significant implications for the reliability of the classroom indoor air quality improvement methods
59 implemented by the survey teachers, as well as their rate of the classroom indoor air quality improvement methods.
2.2.2. Teachers’ evaluation on air quality of educational institutions providing services for children with disabilities
Table 1. Teachers’ evaluation on air quality
of educational institutions providing services for children with disabilities
Air quality levels Data Collected
(n, %) Good: Air quality is considered as satisfactory, and air pollution
poses little or no risk
90 (60.3%) Moderate: Air quality is acceptable; however, for some
pollutants there may be a moderate health concern for a very small number of people who are unusually sensitive to air pollution.
56 (37.1%)
Unhealthy for Sensitive Groups: Members of sensitive groups may experience health effects. The general public is not likely to be affected.
1 (0.7%) Unhealthy: Everyone may begin to experience health effects;
members of sensitive groups may experience more serious health effects
1 (0.7%) Very Unhealthy: Health warnings of emergency conditions. The
entire population is more likely to be affected.
1 (0.7%) Hazardous: Health alert: everyone may experience more serious
health effects
1 (0.7%)
The above results illustrate the teachers' assessment of air quality at educational institutions providing services for children with disabilities. It is noticeable that quality at the “Good” level came first, which accounted for 60%. Next comes the quality at the “Moderate” level, estimated at 37% of the total proportion. In addition, the number of inclusive schools' teachers evaluate air quality at the “Good” level is 53 out of 91 teachers (58%). As a result, it is possible to conclude that teachers' air quality assessments in inclusive schools are significantly higher than in specialized schools.
2.2.3. Teachers’ evaluation on how harmful factors affect air quality
Table 2. Teachers’ evaluation on how harmful factors affect air quality Factors
Influencing levels
Very effective
Effective Less effective
Ineffective Total
Fine dust 81
(52.6%)
57 (37%)
12 (7.8%)
4 (2.6%)
154
Dirt 86
(55.8%)
57 (37%)
9 (5.8%)
2 (1.4%)
154
Plastic and rubber materials 52 68 27 6 153
60
(34%) (44.4%) (17.6%) (4%)
CO2 exhaled from students, teachers in class
20 (13%)
55 (35.7%)
53 (34.4%)
26 (16.9%)
154
Detergents 44
(28.9%)
79 (52%)
25 (16.4%)
4 (2.7%)
152 The smell of toilet waste 66
(42.8%)
71 (46.1%)
14 (9.1%)
3 (2%)
154
Floor mats 17
(11.2%)
74 (48.7%)
42 (27.6%)
19 (12.5%)
152
The smell of paint 54
(35.5%)
66 (43.4%)
25 (16.4%)
7 (4.7%)
152 Dust from wool and fiber
materials
28 (18.2%)
82 (53.2%)
36 (23.4%)
8 (5.2%)
154 Utensils with paints, colors 23
(15.1%)
73 (48%)
46 (30.3%)
10 (6.6%)
152
Old, dirty utensils 40
(26.1%)
78 (51%)
29 (19%)
6 (3.9%)
153 As can be seen from the chart, the three most popular influential factors are fine dust, dirt, the smell of toilet waste with 81/151 selections, 86/151 selections, and 66/151 selections, respectively. These responses proved that the influencing factor mainly belongs to the impairment of school sanitization's quality. In addition to the variables stated above, 56 people have expressed their views on influencing factors such as noise, dirty ponds and lakes, smoking, high temperatures, chalk dust, pencil sharpener, unwashed teddy bears, and slimes. The smell can be caused by students' specific behavior (playing with foam). Children in classrooms may create dirty yet difficult-to-clean surfaces (due to chemical nature or requiring a specific volume of solution) or difficult-to-see surfaces (ink, saliva, etc.). Classrooms are too small, vehicle fumes (if the school is on a road), the air around the classroom, dust from cooling equipment (fans, air conditioners), body odor, and pathogens in people's breath are all factors that contribute to poor classroom indoor air quality. Another consideration is the odor of toilet waste, sewers, rubbish, and cleaning and disinfection chemicals like Chloramine B. Some autistic children experience sensory issues (splitting saliva, chewing clothing, etc.) and are unable to regulate themselves. It can be witnessed that teachers have understood that many extra elements, particularly those related to the subjectivity of the child or the child's body, damage the classroom indoor air quality. Perfumes, student meals, certain utensils, and classroom hygiene are some of the aspects that parents want to make an effort to care for their children.
Teachers, in particular, provided several additional variables demonstrating that the cleanliness of classrooms and the school's location also influenced the classroom indoor air quality.
2.2.4. Teachers’ evaluation on the effects of poor indoor air quality on children with disabilities
Since there is currently no research on the effects of classroom indoor air quality on children with disabilities in the world and Vietnam, the authors created an answer matrix based on symptoms indicating the hazardous air quality's influence on children in the school environment of the Online Questionnaire as a Tool to Assess Symptoms and Perceived Indoor Air Quality in a School Environment study (Kati Järvi et al., 2018) [15].
61 Table 3. Teachers’ evaluation on the effects
of poor indoor air quality on children with disabilities Factors
Impact levels
Extreme (n, %)
High (n, %)
Medium (n, %)
Low (n, %)
Total
Tired easily 59
(39,1%)
84 (55,6%)
7 (4,6%)
1 (0,7%)
151
Headache 47
(30,7%)
85 (55,6%)
20 (13,1%)
1 (0,6%)
153
Sleepy 32
(20,9%)
73 (47,7%)
40 (26,1%)
8 (5,3%)
153 Causing sluggishness
in activities
51 (33,8%)
82 (54,3%)
13 (8,6%)
5 (3,3%)
151
Irritability 45
(29,6%)
81 (53,3%)
19 (12,5%)
7 (4,6%)
152 Difficulty controlling
behaviour
50 (32,9%)
79 (52%)
16 (10,5%)
7 (4,6%)
152
Lazy 35
(22,2%)
77 (48,7%)
30 (19%)
16 (10,1%)
153
Easy to get sick 66
(43,1%)
70 (45,7%)
15 (9,8%)
2 (1,4%)
153 The results reveal that teachers identify the influence of poor air quality on children with disabilities mainly at the “high” level in most symptoms. Furthermore, at the “extreme” level, teachers chose children's expressions of being impacted by poor indoor air quality with the following number of comments: easily tired (59 comments), easily sick (66 comments), causing sluggishness in activities (51 comments), irritability (45 comments), and difficulty controlling behavior (50 comments).
In addition, teachers also gave other negative impacts of poor indoor air quality on the children with disabilities' health and behaviors. Fifty comments are mentioned, such as allergies, distraction, coughing, vomiting, spit, choke, sneeze, difficulty breathing, headache, rash, nasal congestion, runny nose, itchy eyes, distraction due to smell. Children may also experience bodily pain, which can have an impact on their ability to study. When utensils are not clean, they may be one of the causes of brain damage in children, resulting in delayed learning development in all areas. Teachers' and students' dissatisfaction is also a symptom of poor indoor air quality. Furthermore, certain children may respond to specific smells, become lethargic, behave irritably, and suffer from respiratory illnesses. Poor indoor air quality also impacts taste, causing asthma attacks in children and teachers and making them detest class.
2.2.5. Teachers’ evaluation on the importance of classroom indoor air quality assurance for children with disabilities
The follow results show that all teachers choose the meaning of unsafe air quality for children with disabilities at an important level. Comments at the very important level show:
teachers are comfortable, reduced stress (76 comments), teachers teach and intervene for
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children with disabilities more effectively (85 comments), children are in a happy state (88 comments), followed by children with disabilities feel comfortable in the classroom (95 comments) and ensuring maximum concentration of learning for children with disabilities (86 comments). Furthermore, teachers provided 46 additional effects of classroom indoor air quality assurance for children with disabilities, such as limiting and preventing inappropriate behaviors, positively impacting the education of social skills and life skills for children, and creating a safe environment that helps children improve their mood. Children with disabilities may also enjoy going to school, actively learning and acquiring knowledge, increase the ability to interact and coordinate.
Table 4. Teachers’ evaluation on the importance
of classroom indoor air quality assurance for children with disabilities
Methods
Level of importance
Unimportant (n, %)
Less important
(n, %)
Normal (n, %)
Important (n, %)
Very important
(n, %)
Total
Children with disabilities are easy to control and adjust their behaviour
4 (2,6%)
8 (5,3%)
25 (16,5%)
88 (57,9%)
27 (17,7%)
152
Children with disabilities feel comfortable in the classroom
4 (2,6%)
5 (3,3%)
6 (3,9%)
95 (61,7%)
44 (28,5%)
154
Minimize
uncomfortable and distracted factors of children with disabilities
3 (2%)
5 (3,3%)
19 (12,6%)
86 (56,9%)
38 (25,2%)
151
Ensure maximum concentration of learning for children with
disabilities 2
(1,3%)
6 (3,9%)
17 (11,2%)
86 (56,6%)
41 (27%)
152
Children with disabilities in a happy state
3 (2%)
5 (3,3%)
14 (9,2%)
88 (57,9%)
42 (27,6%)
152
Teachers teach and intervene for children with disabilities more effectively
2 (1,3%)
7 (4,6%)
12 (7,9%)
85 (56,3%)
45 (29,9%)
151
Teachers are comfortable, reduce stress
4 (2,7%)
7 (4,6%)
14 (9,3%)
76 (50,3%)
50 (33,1%)
151
63 2.2.6. Teachers' evaluation on the appropriateness of activities to improve air quality in facilities teaching children with disabilities
Table 5. Teachers' evaluation on the appropriateness of activities to improve air quality in facilities teaching children with disabilities Methods
Level of agreement
Disagree (n, %)
Neither Agree or Disagree (n, %)
Agree (n, %)
Quite Agree (n, %)
Strongly agree (n, %)
Total
Remove hazardous materials from places where children learn and play: Detergents, paints, rubber mats, toxic plastic utensils, etc.
3 (1,9%)
13 (8,4%)
85 (55,2%)
18 (11,7%)
35 (22,8%)
154
Choose utensils and toys from natural materials (wood, leaves, seeds, etc.)
5 (3,3%)
11 (7,2%)
84 (54,5%)
18 (11,7%)
35 (23,5%)
153
Ventilate the room at least twice a day
2 (1,3%)
4 (2,6%)
83 (55%)
13 (8,6%)
49 (32,5%)
151
Use eco-friendly kitchen materials that do not cause pollution
1 (0,6%)
7 (4,6%)
79 (52,3%)
22 (14,6%)
42 (27,9%)
151
Regularly check the hygiene of utensils and toys
2 (1,3%)
5 (3,3%)
82 (54,3%)
11 (7,3%)
51 (33,8%)
151
Plant trees that can purify the air
2 (1,3%)
7 (4,6%)
79 (52%)
11 (7,2%)
53 (34,9%)
152
Eliminate and prevent mould in the classroom
3 (1,9%)
5 (3,2%)
79 (51,3%)
14 (9,1%)
53 (34,5%)
154
Limit the use of radio speakers
8 (5,2%)
27 (17,5%)
67 (43,5%)
31 (20,1%)
21 (13,7%)
154
Controlling sources of pollution and chemicals around classrooms and schools
2 (1,3%)
4 (2,6%)
82 (53,9%)
16 (10,5%)
48 (31,7%)
152
According to the data shown above, the majority of instructors believe that the suggested steps to enhance air quality are suitable. Teachers chose the following initiatives with the level of strongly agree: Eliminate and prevent mould in the classroom, plant trees that can purify the air, regularly check the hygiene of utensils and toys. Furthermore, teachers provided 52 additional activities to improve air quality in facilities teaching children with disabilities, such as planting trees for air purification, limiting the use of plastic items, cleaning classrooms, putting garbage in the proper place, using air purifiers, classifying utensils that may contain hazardous substances and limiting their use, and ventilating the classroom at least twice a day.
Educational institutions should provide facilities for disabled children (whether the class is semi-boarding, has its own or shared toilet and for what type of disability, how are shelves and cabinets arranged). Furthermore, teachers should prohibit students from burning plastic bottles, plastic bags, or dry leaves and educate them on how to repurpose plastic bottles for various uses
64
(plant trees, decorate, create toys). Teachers and students should regularly clean the space surrounding the students in the classroom, utilize an air filtration device, and open classroom windows after each teaching session to allow air circulation. Cleaning toys and teaching equipment daily, utilizing curtains, selecting utensils and toys made of natural materials (wood, leaves, seeds), removing and avoiding mildew are all fascinating suggestions for maintaining good indoor air quality in classrooms. In addition, non-polluting materials should be used in school kitchens, and toilets and drains must be cleaned and disposed of properly. Finally, the school board should manage pollutants and chemicals in the vicinity of classrooms and schools and enhance the outside environment for students.
2.2.7. Solutions taken by the educational institutions for children with disabilities in localities
Teachers' comments on the solutions taken by the educational institutions for children with disabilities in localities to enhance air quality include: disinfecting toilets, cleaning classrooms regularly, cleaning school supplies, toilets, and kitchens on a regular basis, planting many trees, and cleaning up garbage and dust. Furthermore, they should include ventilation windows in the rooms and limit the use of cleaning chemicals. Teachers should instill a feeling of sanitation in their kids and allow them to engage in cleaning sessions on weekends. Herbal detergents, air purifiers, and air conditioners with filter functions can be used in classrooms. Students' and instructors' bedding need to be cleaned once a week. Teachers should use the wind to cool and ventilate the air in the classroom and place the children's food and incentives in their own containers. The play area needs to be kept clean at all times. Teachers should instill in their pupils the significance of environmental stewardship, and they should play with toys made of safe materials. Other suggestions include cleaning air conditioners once a month and remodeling an outside play area for children (change the sand, water, vacuum carpets in the intervention room, leave shoes neatly outside the classroom). Furthermore, educational institutions for children with disabilities should eliminate allergens, educate students to dispose of trash properly, switch off electric lights when not in use, use toys made of natural materials, clean frequently, and ventilated classrooms. Growing more vegetables, minimizing the use of plastic bags, utilizing sunshine, utilizing scientific breakthroughs to preserve classroom indoor air quality, and limiting the use of plastic bags are some of the intriguing suggestions highlighted. All of the recommendations demonstrated that educational institutions for children with disabilities have focused on improving classroom indoor air quality. However, these approaches are mostly focused on school hygiene, with little attention paid to organizing open classrooms, cooperating with parents in maintaining children's hygiene, minimizing chemical odors from outside into the school, and so on.
2.2.8. Recommendations from teachers to take methods to improve air quality in facilities teaching children with disabilities
Teachers' suggestions for improving air quality include: using natural materials, keeping the room well ventilated, using a glass cleaner, cleaning the house for a pleasant smell, expanding the area, building a green standard playground, allowing students to participate in cleaning the classroom, doing green projects (creating recycled decorations, etc.) to keep the classroom clean and beautiful, and drawing pictures. Another suggestion is that the campus includes a lake to ensure humidity, that rooms be designed with adequate light and ventilation, that students be guided to grow and care for their plants in the classroom, that pens be used instead of chalk, and that natural wood furniture is used instead of plastic furniture. Carpets should also be installed on the floor for personalized instruction of children with impairments.
Teachers also need to create cleanliness guidelines for their classrooms, learning materials, and costumes. In addition, educational institutions for disabled children should utilize non-polluting
65 cooking materials, restrict the use of loudspeakers, manage pollution and chemical sources near classrooms and schools, and employ environmentally friendly clean technology. Teachers should limit the use of burning materials such as charcoal, cigarette fireplaces, airy and peaceful classrooms and constantly consult with students to come up with the most appropriate solutions so that children may experience and utilize them in classroom curtain systems, soundproof walls. Furthermore, classrooms must be located in a well-ventilated location, away from the noise and strong odors, such as kitchen facilities and waste collecting sites.
2.2.9. Frequency of teachers bringing teaching content about air and improving air quality in teaching children with disabilities
Figure 2. Frequency of teachers bringing teaching content about air and improving air quality in teaching children with disabilities
Teachers chose the content of the benefits of planting trees and wearing a mask when riding a motorcycle with the highest frequency, in which teachers at inclusive institutions often put the above two contents into practice higher education than teachers in specialized institutions, with inclusive teachers accounting for 50/91 (54.9%) selections and 58/97 (59.8%) selections.
3. Conclusion
The survey activity was carried out based on the cooperation between the research team and experienced teachers teaching children with disabilities in Hanoi, Ninh Thuan, Ho Chi Minh, Binh Duong, Da Nang, and Hai Phong. The survey results show that teachers in both inclusive and special schools have a certain understanding of classroom air quality and the impact of classroom air quality on children with disabilities. Furthermore, the teachers discussed the methods taken by their educational institutions and added to other creative but specific ideas that can be used to improve classroom indoor air quality and enhance the teaching and learning productivity for children with disabilities. For example, survey teachers suggest using herbal detergents, using air purifiers, air conditioners with filter functions. The other idea is to work with the local government and develop a strategy that can reduce pollution from smoke, dust
0 20 40 60 80 100 120 140 160
Learn about the air
Causes of forest fires
How do vehicles cause air pollution?
What are the benefits of
wearing a mask when
riding a motorbike?
Benefits of planting trees
Causes of air pollution
How to protect the
fresh air
Data Collected
Usually Sometimes Rarely Never
66
from ceramic kilns, and factory emissions. In addition, educational institutions need to focus on developing safe buildings that are appropriate for each kind and level of impairment while still ensuring enough ventilation in the classroom, etc.
The report also reveals that classroom indoor air quality at specialized institutions is significantly lower than in inclusive institutions. The smell of drool, vomit and spitting up of children with disabilities who could not control their behavior, the scent of food, and the perfume that parents prepared for their kids were among the explanations given by the teachers.
In addition, because children with disabilities lack the ability to manage their behavior, the classroom door must be kept permanently locked to protect the children's safety. This factor has a detrimental influence on children's and teachers' physical health (respiratory illnesses, etc.), mental health (stress, fatigue, distraction), and the quality of teaching and learning in specialized institutions.
It is critical to ensure the indoor air quality in schools for children with disabilities since indoor air quality has a significant impact on the health and learning performance of children with disabilities. To improve air quality in these institutions, the government should encourage teachers and students to come up with creative and practical methods to improve classroom indoor air quality while also using a combination of different methods and forms of implementation that are appropriate for each institution's conditions. Because this is a relatively new issue in Vietnam, further solutions must be explored and investigated to meet the requirements of educational institutions in Vietnam that provide services to children with disabilities.
Finally, in order to promote the benefits of the methods, it is necessary to develop the application of the proposed methods in schools/institutions for educational interventions for children with disabilities, as well as provide more documents and different ways of applying these methods, and training for inclusive and specialized institutions' teachers. Simultaneously, new ways to improve classroom indoor air quality in specialized institutions while guaranteeing the safety of children with disabilities must be learned and implemented.
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