In Vietnam, through educational reforms with three additional districts - Yen Hung-Quang Ninh, Yen Khanh-Ninh Binh, and Luong Son-Hoa Binh:
- Increase awareness and support by disseminating training and methodology in schools
- Expand inclusive education to three districts and provide teacher training
- Establish community-based support

Objectives of the 1998 Expansion of Community Support for Children with Disabilities Project

- Heightened community awareness and support for people with disabilities
- Development of local infrastructures for inclusive education, which supported families by provided transportation and resource assistance 
- Age-appropriate placement and implementation of natural proportion principle the within regular classroom settings 
- Improved quality of teaching and attitudes toward people with disabilities
- Increased family support
- Improved quality of life of people with disabilities

Implications and Conclusions of the 1998 Expansion of Community Support for Children with Disabilities 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.

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

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.

1995 CSE and CRS Pilot Inclusion Project

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 

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