INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES IN VIETNAM – THEORY, CURRENT SITUATION AND SOLUTIONS FOR IMPLEMENTATION IN THE CURRENT STAGE

Abstract

After more than 30 years of development, inclusive education for children with disabilities in Vietnam has ensured that most children with disabilities of preschool and general education age have direct access to education in schools, mainly through inclusive education. At the same time, the quality of care and education for children with disabilities has been increasingly improved, meeting the educational needs of children with disabilities as well as their families. The content of the article focuses on synthesizing theoretical issues, information and secondary data to provide an overall picture of inclusive education for children with disabilities in our country today. Although there are still many challenges that need to be overcome, the process of developing inclusive education for children with disabilities in our country today has laid a solid foundation for educational managers at all levels and schools (preschool, general) to determine the goals, implementation solutions and conditions to ensure the development of inclusive education for children with disabilities in our country in general as well as in each school in the next stage.