Background This study was conducted to examine the impact of a I-year intervention for children with intellectual disabilities (ID) in Vietnam. Method Subjects were 30 preschool-aged children with ID (ages 3 to 6 years). Sixteen were assigned to an intervention group and I4 to a control group. Based on the Portage Curriculum (CESA 5 2003), the intervention trained parents to work with their children through modelling and coaching by teachers during weekly home visits. Results Comparison of pre-, mid- and post-intervention assessments of the children based on the Vineland Adaptive Behavior Scales (Sparrow et al. I984a) indicated that the intervention was promising: children in the intervention group improved significantly in most domains of adaptive behaviours, and also performed significantly better than the control group in the areas of personal care and motor skills. Conclusions The results from the Vietnam programme are discussed in terms of its implications and strategies for developing programmes for children with disabilities in developing countries. Correspondence: Jin Y. Shin, Department of Psychology, Hofstra University, Hempstead, New York, USA (e-mail: Jin.Y.Shin@ hofstra.edu).

The effects of a home-based intervention for young children with intellectual disabilities in Vietnam

Education has three main roles: it is developmental because it develops the unique qualities of a child; it differentiates between learners because it treats every child as an individual, appreciating individual differences; and it is integrative because it accommodates people of varying backgrounds (culture, beliefs and values) thereby allowing for a cooperative approach in problem solving (Abosi, 1996). It is therefore absolutely necessary that the components of the curriculum for teacher training programs, teaching and learning at all levels should reflect these roles, if we are to attain the development goals which include education for all. The development goals for individuals with disabilities will include elimination of poverty, acquisition of practical and survival skills, employment, empowerment and total integration in the social world. All these could be achieved through a well planned inclusive education system. Special education provides opportunity for education for all. Special education is part of general education which treats every one involved in it as individuals. Special education identifies problems which are specific to individual learner and adopts relevant personnel, methods and materials to overcome the problems. Special needs education ensures that everyone has equal opportunity to participate in classroom and play activities. This paper examines how special needs education uses the inclusive aspect of it to fulfill the aspiration of fundamental human right to education for children with disabilities. This paper will also examine some issues involved in inclusive education in some developing countries with specific reference to issues such as the concept of inclusive education, historical perspective, policies, barriers, the impact of culture, traditional values and beliefs on inclusive education, solutions and the current practice of inclusive education.

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Attaining development goals of children with disabilities: implications for inclusive education

This study identified pre‐service teachers’ understanding of disability as it relates to students they might teach and people they might meet in public, and determined the development of their understanding. Participants’ voices were elicited through semi‐structured interviews. Themes uncovered included: (a) many people with disabilities were ‘hidden away’; (b) participants were afraid of people with disabilities; (c) participants lacked self‐efficacy in teaching people with disabilities; (d) participants believed that people with disabilities lacked the ability to learn the same syllabus as typical students; and (e) participants also felt people with disabilities belonged and had rights in society. Conclusions drawn include the fact that in this Asian context, having a close relative with a disability did not presume that the participants would have a positive outlook on people with disabilities. Furthermore, there is a need for acceptance of people with disabilities in daily life activities, including i...

Understanding pre‐service teachers’ construct of disability: a metacognitive process

Background The study examined whether Vietnamese mothers of children with cognitive delay experienced more parenting stress compared to mothers of children without delay, and the factors that contr...

Predictors of parenting stress among Vietnamese mothers of young children with and without cognitive delay.

This study examines the experiences of young people with disabilities from ethnic minorities, and their families, in central Vietnam The study is set in an area contaminated by Agent Orange during the Vietnam War Data were gathered from interviews with youth with disabilities and interviews and focus groups with mothers who had children with disabilities Respondents expressed confronting multiple barriers to inclusion, education, health and well-being similar to other persons with disabilities and their families from around the world Participants sought broad-ranging human rights as they described experiencing stigmatization and marginalization from negative social reaction toward disabilities and by residing in a location known for dioxin contamination The participants’ voices are not only important in informing program responses to support implementation of Vietnam’s new National Law on Persons with Disabilities, but also timely as the US government considers proposed legislation providing material

Voices from Vietnam: experiences of children and youth with disabilities, and their families, from an Agent Orange affected rural region

This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion...

Inclusion in Viet Nam: More than a Decade of Implementation.

This article traces the evolution of special education policies and services in Vietnam from their introduction to the current expansion of inclusive education for children and youth with disabilities. Impacts reported include increased educational opportunity for and inclusion of children with disabilities, the development of national policy and provincial and local infrastructures for inclusive education, and capacity building for teachers through preservice, in-service, and master’s and doctoral programs expressly designed to prepare personnel to forward inclusive education throughout the country.

/pdf/inclusion-in-vietnam-more-than-a-quarter-century-of-30elfx920y.pdf

Inclusion in Vietnam: More than a Quarter Century of Implementation

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Inclusion in Viet Nam: More than a Decade of Implementation.

Inclusion in Vietnam: More than a Quarter Century of Implementation