3 activities to support inclusive education in educational institutions in Vietnam

3 activities to support inclusive education in educational institutions in Vietnam

According to the provisions in Clause 4, Article 6 of Circular 03/2018/TT-BGDDT:

Inclusive education support room and inclusive education support activities in educational institutions

1. Based on the conditions of the educational institution and the support needs of persons with disabilities studying inclusively, the educational institution arranges an inclusive education support room to carry out activities supporting persons with disabilities studying inclusively.

2. The inclusive education support room is equipped with special support tools, learning materials, and tools to determine the personal development level of persons with disabilities to organize activities aimed at developing the abilities of persons with disabilities.

3. Inclusive education support activities:

a) Supporting persons with disabilities in supplementing knowledge and developing special skills to effectively study inclusively;

b) Providing advice and support measures and skills for inclusive education to teachers, education support staff for persons with disabilities, and the families of persons with disabilities;

c) Advising on inclusive education support services and career orientation for persons with disabilities.

4. Educational institutions cooperate with inclusive education development support centers, organizations, and individuals to effectively carry out support activities for persons with disabilities in the inclusive education support room.

Thus, the 3 inclusive education support activities in educational institutions include:

- Supporting persons with disabilities in supplementing knowledge and developing special skills to effectively study inclusively;

- Providing advice and support measures and skills for inclusive education to teachers, education support staff for persons with disabilities, and the families of persons with disabilities;

- Advising on inclusive education support services and career orientation for persons with disabilities.

3 activities to support inclusive education in educational institutions in Vietnam (Image from the Internet)

What does the individual education plan for supporting inclusive education in Vietnam include?

According to the provisions in Clause 2, Article 9 of Circular 03/2018/TT-BGDDT:

Individual education plan

1. Each person with disabilities studying inclusively has an individual education plan.

2. The individual education plan is developed by teachers, lecturers in cooperation with education support staff for persons with disabilities, and the family of persons with disabilities, based on the abilities and needs of the person with disabilities, the educational program, and a suitable teaching plan for the actual conditions of the educational institution.

3. The individual education plan includes information on: abilities, needs; personal characteristics; annual goals and semester goals; time, content, measures, and the implementer; evaluation results and adjustments after evaluation for the learner.

Thus, based on the above regulations, the individual education plan for supporting inclusive education includes information on:

- Abilities, needs;

- Personal characteristics;

- Annual goals and semester goals;

- Time, content, measures, and the implementer;

- Evaluation results and adjustments after evaluation for the learner.

With whom must the educational institution in Vietnam cooperate to effectively implement inclusive education?

According to the provisions in Clause 5, Article 5 of Circular 03/2018/TT-BGDDT:

Duties and powers of educational institutions implementing inclusive education

1. Detect, mobilize, and admit persons with disabilities to study at educational institutions.

2. Arrange and allocate classes suitable for persons with disabilities; ensure each inclusive class has no more than 02 (two) persons with disabilities. In special cases, the head of the educational institution can arrange and allocate more persons with disabilities in a class based on actual conditions to ensure that persons with disabilities who need inclusive education can attend school.

3. Develop and implement intervention and inclusive education activities plans; provide advice and career orientation suitable to the needs and abilities of persons with disabilities.

4. Create an inclusive, friendly educational environment, ensuring that persons with disabilities are respected, supported, cooperated with, and participate equally in all educational activities.

5. Cooperate with families, communities, inclusive education development support centers, and specialized educational institutions to implement inclusive education.

6. Support the implementation of early intervention activities and develop basic skills for persons with disabilities to integrate into the community.

7. Provide information on the education of persons with disabilities studying inclusively at the educational institution to the council determining the level of disability at communes, wards, and commune-level towns (hereinafter referred to as commune level).

8. Develop the professional capacity of the management staff, teachers, lecturers, and staff to meet the tasks of inclusive education.

9. Mobilize human resources to support inclusive education and use state budget funds for implementing the inclusive education tasks according to legal provisions.

Cooperate with families, communities, inclusive education development support centers, and specialized educational institutions to implement inclusive education.

Thus, to effectively implement inclusive education, educational institutions cooperate with:

[1] Families

[2] Communities

[3] Inclusive education development support centers

[4] Specialized educational institutions