Does an inclusive education support room in an primary school in Vietnam need specialized equipment?

Does an inclusive education support room in an primary school in Vietnam need specialized equipment?

Pursuant to the provisions in Clause 2, Article 6 of Circular 03/2018/TT-BGDDT:

Inclusive Education Support Room and Inclusive Education Support Activities at Educational Institutions

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

2. The inclusive education support room is equipped with specific assistive devices, learning materials, and tools to determine the level of personal development 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 to supplement knowledge and develop specific skills for effective inclusive education;

b) Counseling and supporting inclusive education measures and skills for teachers, staff supporting the education of persons with disabilities, and families of persons with disabilities;

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

4. Educational institutions cooperate with inclusive education support centers, organizations, and individuals to effectively implement support activities for persons with disabilities at the inclusive education support room.

Thus, the inclusive education support room in primary schools is required to have specific assistive devices.

Moreover, the inclusive education support room in primary schools must have learning materials and tools to determine the level of personal development.

Does an inclusive education support room in an primary school in Vietnam need specialized equipment? (Image from the Internet)

Do students in inclusive education at primary schools in Vietnam have an individual learning plan?

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

Individual Education Plan

1. Each person with disabilities in inclusive education has an individual education plan.

2. The individual education plan is developed by the teacher, lecturer in cooperation with staff supporting the education of persons with disabilities, and the family of persons with disabilities based on the abilities and needs of persons with disabilities, the educational program, and the teaching plan suitable with the actual conditions of the educational institution.

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

Thus, every person with disabilities in inclusive education has an individual education plan.

This means that students in inclusive education at primary schools will have an individual learning pathway.

How many students are there in each inclusive education class in Bietnam?

Pursuant to the provisions in Article 5 of Circular 03/2018/TT-BGDDT, the tasks and powers of educational institutions implementing inclusive education are as follows:

Tasks and Powers of Educational Institutions Implementing Inclusive Education

1. Detecting, mobilizing, and receiving persons with disabilities to study at the educational institution.

2. Arranging and organizing classes suitable for persons with disabilities; ensuring that each inclusive class has no more than 02 (two) persons with disabilities. In special cases, the head of the educational institution can arrange and organize more persons with disabilities in one class based on actual conditions to ensure that persons with disabilities in inclusive education can all attend school.

3. Developing and implementing plans for early intervention and inclusive education activities; counseling and career orientation suitable to the needs and abilities of persons with disabilities.

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

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

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

7. Providing information about the education of persons with disabilities studying in inclusive education at the educational institution to the assessment council of the commune-level town (hereinafter referred to collectively as the commune level).

8. Developing professional competencies for the management staff, teachers, lecturers, and employees to meet the tasks of inclusive education.

9. Mobilizing human resources to support inclusive education and using the state budget allocated for the implementation of inclusive education tasks in accordance with the law.

Thus, arranging and organizing classes suitable for persons with disabilities ensure that each inclusive class has no more than 02 (two) persons with disabilities.

In special cases, the head of the educational institution will make decisions on extra arrangements.