Inclusive Education for Students with Autism Spectrum Disorder in Elementary Schools in Vietnam: The Current Situation and Solutions

Abstract

In Vietnam, the number of children identified as experiencing autism spectrum disorder (ASD) has rapidly increased. Inclusive education (IE) has been implemented with children with ASD for more than 20 years. The effectiveness with which IE has been implemented to date with children with ASD has previously not been assessed. In this study, we examined (a) the implementation of IE for children with ASD in elementary schools, (b) family and community participation in IE, and (c) factors affecting IE. A mixed-method research design was employed that included surveys and interviews. Surveys included multiple-choice questions on a broad range of IE practices. Ten professionals, community leaders, and school leaders, 263 teachers, and 114 parents of elementary-age children with ASD in Hanoi and Ha Giang participated in the study. Results revealed there were a number of children with ASD who were not attending elementary school. Where IE was implemented for children with ASD, teachers and families often did not receive adequate training and support, thus discouraging their efforts. Participants expressed a desire for more clearly articulated IE practices, training for teachers and families, and cross-disciplinary collaboration.

A cross-cultural comparison of a measure of parent perceptions among families of children with autism in Vietnam

“…Autism was finally included as a type of disability under the category of neurodevelopmental disorders in January 2019 (Ministry of Labor, War Invalids, & Social Affairs, 2019). Such inclusion has major implications in terms of generating governmental support such as creating procedures and training for providing inclusive education for autistic children (C. V. Tran et al, 2020), potential welfare policy support for the individual, the family, and ASD-focused organizations, and funding to build more ASD-focused local infrastructures and spaces (offices, buildings, transportation, etc.…”

“…Such views have affected governmental and educational policies in Vietnam. For example, autism was not considered a disability until January 2019 (C. V. Tran et al, 2020) meaning that autistic students have only recently been eligible for inclusive education (Ministry of Labor, War Invalids, & Social Affairs, 2019).…”

“…H. Nguyen et al, 2020) and communities (Ha et al, 2014). This perpetuates the problems of having too few autism-focused professionals in Vietnam (C. V. Tran et al, 2020) and of many autistic children not attending school (X.…”

“…Such views have affected governmental and educational policies in Vietnam. For example, autism was not considered a disability until January 2019 (C. V. Tran et al, 2020) meaning that autistic students have only recently been eligible for inclusive education (Ministry of Labor, War Invalids, & Social Affairs, 2019). Moreover, The Socialist Republic of Vietnam's government has made minimal effort to date toward supporting the training of autism-focused professionals for schools (X. H. Nguyen et al, 2020) and communities (Ha et al, 2014).…”

Adaptasi Sekolah Terhadap Penyelenggaraan Pendidikan Inklusi

“…Pendidikan inklusif memberikan pelayanan pendidikan semua anak, baik ABK maupun non-ABK agar dapat belajar bersama-sama di satuan pendidikan umum ◼ 79 (Firman, 2020;Putro, Suharto, & Maslamah, 2020;Tran, Pham, Mai, Le, & Nguyen, 2019;Tuncay & Kizilaslan, 2021). Dengan pelayanan pendidikan tetap memperhatikan keragaman dan kebutuhan individual siswa.…”