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

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 

Existing Barriers to Inclusive Education in Vietnam

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.

University of Notre Dame

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

Inclusive Education in Asia

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.

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