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

In 50 years since Indian Independence, only 2% of disabled people have received special educational services, with the other 98% deemed “out of reach”. India follows an old colonial charity model, used in Great Britain during the time of the British Raj, in which the government relies on voluntary organizations to implement the necessary education for people with disabilities. Voluntary organizations are encouraged to adopt integrative methods in terms of inclusive education, though many opt for special schools instead. Such agencies also can only do so much with a lack of resources.

Inclusive Education in India

While the Philippines has made great strides towards inclusive education, many learners are hindered from receiving education due to financial worries and a lack of access to educational resources. In addition to inaccessible opportunities, people with disabilities find barriers in day-to-day life, such as with non-PWD-friendly roads and transport systems. In general,  there is still work to make the academic environment and other aspects of society less restrictive for people with disabilities.

Inclusive Education in the Philippines

This section focuses on accommodations for people with disabilities and inclusive education in Asian countries.

University of Notre Dame

Adopting a socio-cultural view of disabilities through a cross-cultural lens involves analyzing different cultures' treatments and attitudes of people with disabilities and how these connect to inclusive education and available educational opportunities. A cross-cultural analysis expands what people know about cultures and societies outside their own. This allows people to compare and find similarities in different policies and treatments, which can have implications towards international understanding of and action addressing disabilities and inclusive education.

Socio-cultural View of Disabilities and Inclusive Education Through a Cross-Cultural Lens

Inclusive Education in Asia

Developing countries first encountered educational efforts toward people with disabilities with the help of missionaries. Since then, local governments and communities have given more attention to the learning needs of people with disabilities. However, the topic of the acceptable approach to such education has been debated. Two predominating approaches have popped up: the special school approach and integration, with the latter being the most adopted. 

Background of Inclusive Education Across the World

This section focuses on accommodations for people with disabilities and inclusive education in African countries.

Inclusive Education in Africa

These observations concerning inclusive education in different countries and regions are based on recurring themes found throughout several readings. 

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