What is the basis of preparing the educational plan for persons with disabilities? Will the State of Vietnam issue assistance policies to implement inclusive education?

What is the basis of preparing the educational plan for persons with disabilities in Vietnam?

Under Article 9 of Circular 03/2018/TT-BGDDT on personal education plans in Vietnam:

Personal education plans

1. Each person with disabilities shall have his/her own personal education plan.

2. Teachers and lecturers shall cooperate with disability education supporting staff and families of persons with disabilities in preparing personal education plans according to abilities and demands of persons with disabilities. Educational programs and training plans shall also be made in consistent with real conditions of the educational institution.

3. Personal education plans include information on abilities, demands, personal characteristics, yearly objectives and semester-based objectives, duration, content, methods and performers, students' evaluation results and post-evaluation adjustments.

Thus, the educational plan for persons with disabilities in Vietnam will be prepared under the abilities and demands of persons with disabilities. Educational programs and training plans shall also be made under real conditions of the educational institution.

What is the basis of preparing the educational plan for persons with disabilities in Vietnam? Will the State of Vietnam issue assistance policies to implement inclusive education? (Image from the Internet)

What are the rights of persons with disabilities receiving inclusive education in Vietnam?

Under Article 15 of Circular 03/2018/TT-BGDDT, the specific rights of persons with disabilities are outlined as follows:

In addition to legally accepted rights of students, persons with disabilities receiving inclusive education shall be entitled to:

1. enroll in educational programs at an older age than the required age as regulated.

2. study in educational institutions suitable for their knowledge and abilities, be cared, respected, protected and treated equally in learning and educational activities to develop their abilities, and provided with information, textbooks, learning materials and scholarship as regulated;

3. receive education, training and support in personal training course in special knowledge and skills for efficient integrative study.

4. receive advice about supporting service, early intervention, inclusive education and orientation of vocation suitable for their abilities and demands;

5. have their disability information kept as confidential.

6. be commended and rewarded if achieving outstanding learning and training outcomes;

7. be subject to education policies intended for persons with disabilities as prescribed in Circular No.42 and other current regulations.

Will the State of Vietnam issue assistance policies to implement inclusive education?

Under Article 15 of the Education Law 2019, specific regulations on inclusive education are outlined as follows:

Inclusive education

1. Inclusive education is an educational method aiming to meet different needs and abilities of learners; ensure equal learning rights, education quality, suitable with the needs, characteristics and capacity of learners; respect diversity and differences of learners and avoid discrimination.

2. The State shall issue assistance policies to implement inclusive education for learners who are children with special backgrounds as prescribed in the Children Law, learners who are disabled and handicapped persons as prescribed in the Law on Persons with Disabilities and other relevant regulations.

Thus, the State shall issue assistance policies to implement inclusive education.

What are the duties and rights of educational institutions providing inclusive education in Vietnam?

Under Article 5 of Circular 03/2018/TT-BGDDT, the duties and rights of educational institutions providing inclusive education in Vietnam are outlined as follows:

1. Detect, call for and admit persons with disabilities to their education programs

2. Arrange and allocate classes suitable for persons with disabilities, and make sure each inclusive class has no more than 2 persons with disabilities. For special cases, the head of the educational institution shall arrange and allocate more persons with disabilities in one class to satisfy education demand of persons with disabilities according to the reality.

3. Prepare and implement the plan for early intervention and inclusive education, and give vocation advice and orientation suitable for demands and abilities of persons with disabilities.

4. Create an integrative and friendly learning environment, ensure respect for persons with disabilities and that could they give a hand or cooperate and equally participate in all educational activities.

5. Cooperate with families, community, inclusive education development support centers and special educational institutions in providing inclusive education.

6. Assist in performing early intervention and development of basically integrative skills for persons with disabilities.

7. Provide information on education provided for persons with disabilities enrolling in inclusive classes in educational institutions for the council for determination of disability rate in communes, wards or towns (hereinafter referred to as “disability rate in communes”)

8. Develop professional abilities of educational administrators, teachers, lecturers and staff performing inclusive education task.

9. Call for inclusive education supporting staff and use funding from state budget provided for performance of inclusive education task in accordance with laws of the state.