Guidelines for education for children with disabilities at primary level for the 2024-2025 School Year in Vietnam

Guidelines for education for children with disabilities at primary level for the 2024-2025 School Year in Vietnam 

Based on Sub-item 4, Section 2, Part B of Official Dispatch 3898/BGDDT-GDTH 2024, guidelines for education for children with disabilities at the primary level are as follows:

Expand the scale and improve the quality of education for children with disabilities, develop, and implement the Plan for Disabled Education in localities in accordance with the Law on Persons with Disabilities 2010 and relevant legal documents on disabled education. Strengthen inclusive education.

Ensure conditions for children with disabilities to access education, participate in inclusive education, study, and be assessed according to individual educational plans.

The organization of teaching for students with disabilities must be based on educational plans suitable to the needs and abilities of these students. Provide training for teachers who teach students with disabilities in inclusive settings.

Proactively advise provincial People's Committees to direct the establishment of Centers for Supporting Inclusive Education Development and Inclusive Education Support Rooms to promote inclusive education in localities, ensuring the right for children with disabilities to study and access education.

Guidelines for education for children with disabilities at primary level for the 2024-2025 School Year in Vietnam (Internet image)

What are the 09 tasks and powers of educational institutions implementing inclusive education for people with disabilities at the primary level in Vietnam?

According to Article 5 of Circular 03/2018/TT-BGDDT, the 09 duties and powers of educational institutions implementing inclusive education for people with disabilities at the primary level include:

(1) Detect, mobilize, and admit people with disabilities to study at educational institutions.

(2) Arrange and organize classes suitable for people with disabilities; ensure each inclusive class has no more than 02 (two) people with disabilities.

In special cases, the head of the educational institution can arrange additional people with disabilities in a class based on practical conditions to ensure all individuals with a need for inclusive education can attend school.

(3) Develop and implement early intervention programs and inclusive education activities; provide counseling and career orientation based on the needs and abilities of people with disabilities.

(4) Create an inclusive, friendly educational environment, ensuring respect, support, cooperation, and equal participation in all educational activities for people with disabilities.

(5) Coordinate with families, communities, Inclusive Education Development Support Centers, and special educational institutions to implement inclusive education.

(6) Support early intervention activities and develop basic skills for people with disabilities to help them integrate into the community.

(7) Provide information about the education of people with disabilities enrolled in inclusive settings to the disability assessment councils at the commune level.

(8) Enhance the professional capacity of management staff, teachers, lecturers, and employees to meet the tasks of inclusive education.

(9) Mobilize human resources to support inclusive education and utilize state budget funds for implementing inclusive education tasks as stipulated by the law.

How do educational institutions apply inclusive education for primary-level students with disabilities in Vietnam?

Educational institutions implement inclusive education for primary-level students with disabilities according to Article 19 of Circular 03/2018/TT-BGDDT which includes:

- Propagate and advocate for people with disabilities, their families, the government, local departments, mass organizations, and relevant entities to raise awareness about inclusive education.

- Encourage people with disabilities and their families to provide complete records and information about the abilities and needs of people with disabilities to educational institutions and commune-level disability assessment councils.

- Lead and cooperate with people with disabilities and their families to develop and implement individual educational plans for people with disabilities.

- Provide complete records and information about the results of care, early intervention, and education of people with disabilities to relevant parties when transitioning between educational levels, institutions, or returning home.

- Maintain confidentiality of information regarding the disability status of individuals with disabilities and their families.

Furthermore, coordination between educational institutions, Inclusive Education Development Support Centers, families, and society is implemented as per Article 20 of Circular 03/2018/TT-BGDDT as follows:

- Educational institutions proactively cooperate with Inclusive Education Development Support Centers, families, and relevant organizations and individuals to create a friendly, equal, safe, and conducive environment for the development and community integration of people with disabilities.

- Families cooperate with educational institutions, Inclusive Education Development Support Centers, and relevant organizations and individuals to implement inclusive education, and monitor supportive, early intervention, and inclusive education activities.

- Organizations and individuals cooperate with educational institutions, Inclusive Education Development Support Centers, and families to propagate and raise awareness of responsibilities in implementing inclusive education and help people with disabilities integrate into the community.