Developing Inclusive Education Support Models for Children with Disabilities in Vietnam

Hai Nguyen Xuan; Thao Do Thi; Ngoc Tran Thi Bich; Hang Le Thi Thuy

doi:doi:10.11648/j.ijeedu.20231202.13

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Developing Inclusive Education Support Models for Children with Disabilities in Vietnam

Hai Nguyen Xuan, Thao Do Thi, Ngoc Tran Thi Bich, Hang Le Thi Thuy

Published in International Journal of Elementary Education (Volume 12, Issue 2)

Received: 8 September 2022 Accepted: 26 September 2022 Published: 11 July 2023

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Abstract

To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through which Vietnam has learned from international experiences and its own practices with regard to implementing support models in inclusive schools. In the first part of the article, the authors present an overview of studies of how support models in inclusive schools have been organized in some representative international countries. The authors then present an analysis of initial research findings from the implementation of support models for children with disabilities in inclusive education schools in Vietnam. Drawing from insights of these analyses, in the final part of the article, the authors suggest that the support chamber become the preferred mode of support for children with disabilities in inclusive education schools in Vietnam as it is particularly appropriate to Vietnam’s educational context. Suggested goals, roles and responsibilities, physical arrangement, and regualtions for the support chamber are presented. The contribution of this paper rests on the potential for appropriating international initiatives for implementing support models for inclusive education schools in Vietnam and to serve the aim of enhancing the implementation of the Convention on the Rights of Persons with Disabilities internationally.

Published in	International Journal of Elementary Education (Volume 12, Issue 2)
DOI	10.11648/j.ijeedu.20231202.13
Page(s)	43-52
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2023. Published by Science Publishing Group

Keywords

Children with Disabilities, Inclusive Education, International Special Education, Support Models, Vietnam

References

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[2]	General Statistics Office. (2018). Vietnam National Survey on People with Disabilities 2016 [Final report]. Hanoi, Vietnam: Statistics Publishing House.
[3]	Vietnam Assembly (2016). Law No 102/2016/QH13 on Children. Hanoi, Vietnam.
[4]	Stainback, S. & Stainback, W. (1997). Inclusion, A Guide for Educators. Baltimore, Paul. H. Brookes Publishing Company.
[5]	Kirk, Samuel A., Gallagher, James J., & Anastaslow, Nicholas J. (2002). Educating Exceptional Children, 10th Edition. Houghton Mifflin Company.
[6]	Tony Booth and Mel Ainscow (2002). Index for Inclusion – Developing Learning and Participation in School. CSinclusive education New Redland, Frenchay Campus, Coldharbour Lane, Bristol BS16 1QU, UK.
[7]	Lipsky, D. & Gartner, A. (1997). Inclusion and School Reform: Transforming America's Classroom. Baltimore, Paul. H. Brookes Publishing Company.
[8]	Marilyn Friend and William D. Bursuck (2019), Including Students with Special Needs - A Practical Guide For Classroom Teachers, Allyn and Bacon Publishing Company.
[9]	New South Wales Department of Education and Training (2011). Program Guidelines. Australia.
[10]	Hai N. X. (2014). System of Quality Insurance of Education for Children with Disabilities in USA and Lessons Learnt for Vietnam. Educational Journal – Ministry of Education and Traing, (326), pp 26-28-7.
[11]	Villa, R. & Thousand, J. (2013). A guide to co-teaching: New lessons and strategies to facilitate student learning. (3rd Edition). Thousand Oaks, California: Corwin Press.
[12]	Villa, R. & Thousand, J. (2017). Leading an inclusive school. Alexandria, Virginia: Association for Supervision and Curriculum Development.
[13]	Hang L. T. T. (2010). Reasearch on Promoting a Inclusive Education Support Models for Children with Disabilities in Vietnam. Ministrial Project, Code: B2007-33-06.
[14]	Naicker S. M. (2002). Directorate: Inclusive Education – Conceptual and Operational Guidelines for The Implementation of Inclusive Education in The South of Africa. Department of Education.
[15]	Hai N. X. (2013). Documentation of Process of Establishing the Support Center for Inclusive Education Development in Vietnam. Hanoi, Vietnam.
[16]	Thanh, L. T. et al (2005). Research on Process of Establishing the Support Center for Inclusive Education Development in Vietnam. Hanoi, Vietnam.
[17]	Vietnamese Ministry of Education and Training (2018). Circular No 03/2018/TT-BGDDT dated Jan. 29, 2018. Hanoi, Vietnam.

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APA Style

Hai Nguyen Xuan, Thao Do Thi, Ngoc Tran Thi Bich, Hang Le Thi Thuy. (2023). Developing Inclusive Education Support Models for Children with Disabilities in Vietnam. International Journal of Elementary Education, 12(2), 43-52. https://doi.org/10.11648/j.ijeedu.20231202.13

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ACS Style

Hai Nguyen Xuan; Thao Do Thi; Ngoc Tran Thi Bich; Hang Le Thi Thuy. Developing Inclusive Education Support Models for Children with Disabilities in Vietnam. Int. J. Elem. Educ. 2023, 12(2), 43-52. doi: 10.11648/j.ijeedu.20231202.13

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AMA Style

Hai Nguyen Xuan, Thao Do Thi, Ngoc Tran Thi Bich, Hang Le Thi Thuy. Developing Inclusive Education Support Models for Children with Disabilities in Vietnam. Int J Elem Educ. 2023;12(2):43-52. doi: 10.11648/j.ijeedu.20231202.13

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@article{10.11648/j.ijeedu.20231202.13,
  author = {Hai Nguyen Xuan and Thao Do Thi and Ngoc Tran Thi Bich and Hang Le Thi Thuy},
  title = {Developing Inclusive Education Support Models for Children with Disabilities in Vietnam},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {2},
  pages = {43-52},
  doi = {10.11648/j.ijeedu.20231202.13},
  url = {https://doi.org/10.11648/j.ijeedu.20231202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231202.13},
  abstract = {To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through which Vietnam has learned from international experiences and its own practices with regard to implementing support models in inclusive schools. In the first part of the article, the authors present an overview of studies of how support models in inclusive schools have been organized in some representative international countries. The authors then present an analysis of initial research findings from the implementation of support models for children with disabilities in inclusive education schools in Vietnam. Drawing from insights of these analyses, in the final part of the article, the authors suggest that the support chamber become the preferred mode of support for children with disabilities in inclusive education schools in Vietnam as it is particularly appropriate to Vietnam’s educational context. Suggested goals, roles and responsibilities, physical arrangement, and regualtions for the support chamber are presented. The contribution of this paper rests on the potential for appropriating international initiatives for implementing support models for inclusive education schools in Vietnam and to serve the aim of enhancing the implementation of the Convention on the Rights of Persons with Disabilities internationally.},
 year = {2023}
}

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TY  - JOUR
T1  - Developing Inclusive Education Support Models for Children with Disabilities in Vietnam
AU  - Hai Nguyen Xuan
AU  - Thao Do Thi
AU  - Ngoc Tran Thi Bich
AU  - Hang Le Thi Thuy
Y1  - 2023/07/11
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DO  - 10.11648/j.ijeedu.20231202.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 43
EP  - 52
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231202.13
AB  - To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through which Vietnam has learned from international experiences and its own practices with regard to implementing support models in inclusive schools. In the first part of the article, the authors present an overview of studies of how support models in inclusive schools have been organized in some representative international countries. The authors then present an analysis of initial research findings from the implementation of support models for children with disabilities in inclusive education schools in Vietnam. Drawing from insights of these analyses, in the final part of the article, the authors suggest that the support chamber become the preferred mode of support for children with disabilities in inclusive education schools in Vietnam as it is particularly appropriate to Vietnam’s educational context. Suggested goals, roles and responsibilities, physical arrangement, and regualtions for the support chamber are presented. The contribution of this paper rests on the potential for appropriating international initiatives for implementing support models for inclusive education schools in Vietnam and to serve the aim of enhancing the implementation of the Convention on the Rights of Persons with Disabilities internationally.
VL  - 12
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ER  -

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Author Information

Hai Nguyen Xuan

Department of Academics and Students’ Affairs, Hanoi Metropolitan University, Hanoi, Vietnam
Thao Do Thi

Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam
Ngoc Tran Thi Bich

Faculty of Special Education, Hanoi National University of Education, Hanoi, Vietnam
Hang Le Thi Thuy

Center of Supporting and Developing for Inclusive Education, National College of Education, Hanoi, Vietnam

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Plain Text BibTeX RIS

APA Style

Hai Nguyen Xuan, Thao Do Thi, Ngoc Tran Thi Bich, Hang Le Thi Thuy. (2023). Developing Inclusive Education Support Models for Children with Disabilities in Vietnam. International Journal of Elementary Education, 12(2), 43-52. https://doi.org/10.11648/j.ijeedu.20231202.13

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ACS Style

Hai Nguyen Xuan; Thao Do Thi; Ngoc Tran Thi Bich; Hang Le Thi Thuy. Developing Inclusive Education Support Models for Children with Disabilities in Vietnam. Int. J. Elem. Educ. 2023, 12(2), 43-52. doi: 10.11648/j.ijeedu.20231202.13

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AMA Style

Hai Nguyen Xuan, Thao Do Thi, Ngoc Tran Thi Bich, Hang Le Thi Thuy. Developing Inclusive Education Support Models for Children with Disabilities in Vietnam. Int J Elem Educ. 2023;12(2):43-52. doi: 10.11648/j.ijeedu.20231202.13

Copy | Download

@article{10.11648/j.ijeedu.20231202.13,
  author = {Hai Nguyen Xuan and Thao Do Thi and Ngoc Tran Thi Bich and Hang Le Thi Thuy},
  title = {Developing Inclusive Education Support Models for Children with Disabilities in Vietnam},
  journal = {International Journal of Elementary Education},
  volume = {12},
  number = {2},
  pages = {43-52},
  doi = {10.11648/j.ijeedu.20231202.13},
  url = {https://doi.org/10.11648/j.ijeedu.20231202.13},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijeedu.20231202.13},
  abstract = {To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through which Vietnam has learned from international experiences and its own practices with regard to implementing support models in inclusive schools. In the first part of the article, the authors present an overview of studies of how support models in inclusive schools have been organized in some representative international countries. The authors then present an analysis of initial research findings from the implementation of support models for children with disabilities in inclusive education schools in Vietnam. Drawing from insights of these analyses, in the final part of the article, the authors suggest that the support chamber become the preferred mode of support for children with disabilities in inclusive education schools in Vietnam as it is particularly appropriate to Vietnam’s educational context. Suggested goals, roles and responsibilities, physical arrangement, and regualtions for the support chamber are presented. The contribution of this paper rests on the potential for appropriating international initiatives for implementing support models for inclusive education schools in Vietnam and to serve the aim of enhancing the implementation of the Convention on the Rights of Persons with Disabilities internationally.},
 year = {2023}
}

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TY  - JOUR
T1  - Developing Inclusive Education Support Models for Children with Disabilities in Vietnam
AU  - Hai Nguyen Xuan
AU  - Thao Do Thi
AU  - Ngoc Tran Thi Bich
AU  - Hang Le Thi Thuy
Y1  - 2023/07/11
PY  - 2023
N1  - https://doi.org/10.11648/j.ijeedu.20231202.13
DO  - 10.11648/j.ijeedu.20231202.13
T2  - International Journal of Elementary Education
JF  - International Journal of Elementary Education
JO  - International Journal of Elementary Education
SP  - 43
EP  - 52
PB  - Science Publishing Group
SN  - 2328-7640
UR  - https://doi.org/10.11648/j.ijeedu.20231202.13
AB  - To move a support system for children with disabilities forward in Vietnam, it is important for Vietnamese educators to consider acquiring knowledge from analyzing both successful international inclusive education practices as well as lessons from their own inclusive education experiences. In this article, the authors present the process through which Vietnam has learned from international experiences and its own practices with regard to implementing support models in inclusive schools. In the first part of the article, the authors present an overview of studies of how support models in inclusive schools have been organized in some representative international countries. The authors then present an analysis of initial research findings from the implementation of support models for children with disabilities in inclusive education schools in Vietnam. Drawing from insights of these analyses, in the final part of the article, the authors suggest that the support chamber become the preferred mode of support for children with disabilities in inclusive education schools in Vietnam as it is particularly appropriate to Vietnam’s educational context. Suggested goals, roles and responsibilities, physical arrangement, and regualtions for the support chamber are presented. The contribution of this paper rests on the potential for appropriating international initiatives for implementing support models for inclusive education schools in Vietnam and to serve the aim of enhancing the implementation of the Convention on the Rights of Persons with Disabilities internationally.
VL  - 12
IS  - 2
ER  -

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