4-years after the initial implementation of the project, 1,000 of the 1,078 students who participated were successfully integrated into classrooms in Thoung Tin and Tu Liem. 

The main conclusions include the following: 
- Administrators and teachers in the districts credit the project for major changes in teaching attitudes, including the belief in the feasibility of inclusive education. (Expectations of educational reforms had been very limited, and there were no resources, let alone any interest in it.)
- Reports of increased teacher sensitivity to the needs of disabled people
- Reports of a general positive attitude toward inclusion within communities
- Parents assumed a more optimistic view for children’s future

Changes attributed to the project include an overall expansion of inclusion efforts.
- 1997: Vietnam abolished a ban on baring children from attending preschools.
- 1998: The state declared that students had the choice to go to regular to special schools, with the Ministry of Education also declaring that 90% of children with special educational needs can attend regular schools.

Implications of the 1995 CSE and CRS Pilot Inclusion Project

The 1995 CSE and CRS pilot inclusion project aimed at supporting all children with disabilities, not just a group of children. Focusing on the districts of Thoung Tin and Tu Liem, the project provided training to administrators, teachers, and parents, which included effective and multi-level instruction, the importance of inclusive education, its history, family assessment, and more.

University of Notre Dame

Inclusion education, as well as the inclusion of disabled people in general, in Vietnam continues to evolve. As of 2003, of the 1,000,000 disabled children in Vietnam, 5% are enrolled in some education (special or integrated), while 95% are at home and do not attend school. However, more projects and policies are working to correct this disparity, more specifically by implementing integrative learning strategies.

Inclusive Education in Vietnam

Villa, R. A., Van Tac, L., Muc, P. M., Ryan, S., Thuy, N. T., Weill, C., & Thousand, J. S. (2003). Inclusion in Viet Nam: More than a decade of implementation. Research and Practice for Persons with Severe Disabilities, 28(1), 23–32. https://doi.org/10.2511/rpsd.28.1.23

Inclusion in Viet Nam: More than a decade of implementation

Policies addressing inclusive education parallels legislation and acts of other countries like the U.S., showing the wide-reaching implications of policies in one country towards another.

- 1866: French colonial government established first school for deaf Vietnamese students.
- 1975: Education for All Handicapped Children’s Act enacted by US -> Vietnam constructed separate school system for students with disabilities.
- 1991: Vietnam established 36 special schools throughout the country.
- 1991: Vietnam is the second nation, first in Asia, to enact UN Convention on the Rights of the Child and the Law for Protection and Care for Children
- 1992: Vietnam addressed the provision of vocational training for children with disabilities.
- 1991: Center for Special Education (CSE) of the Vietnamese National Institute for Educational Services started outreach promoting inclusive education and partnered with Catholic Relief Services (CRS), UNICEF, Sweden’s Radda Barnen, and other organizations.

History and Evolution of Inclusive Education in Vietnam

Despite the legislation, it was rare for disabled children to receive any schooling, much less inclusive education, and parental support. Such children were more or less brought up at home and kept there, considered burdens and shameful to the family and society.

Attitudes Toward Disability and Inclusive Education in Vietnam

1995 CSE and CRS Pilot Inclusion Project

The 1998 Expansion of Community Support for Children with Disabilities Project followed up the 1995 CSE and CRS Pilot Inclusion Project. It aimed to use domestic and international experience to further support inclusive education within a political and social context.

1998 Expansion of Community Support for Children with Disabilities Project

- Lack of inclusive educational opportunity 
- Lack of awareness leading to negative misconceptions and attitudes and low expectations
- Educational policies and practices non-accommodating to the education of people with disabilities/not conducive toward inclusive education
- Difficulties in collaboration efforts between agencies 

Learn Before

Related

Learn After