Thực trạng quản lí hoạt động giáo dục hòa nhập ở cấp tiểu học tại phường Xuân Hòa, Thành phố Hồ Chí Minh

Tóm tắt

The management of inclusive education activities at the primary school level has increasingly attracted attention in the context of ensuring equal access to education for students with disabilities and achieving educational goals. The study aims to evaluate the current situation of managing inclusive education (IE) activities in primary schools in Xuân Hòa Ward, Ho Chi Minh City. The research employed a quantitative survey combined with qualitative interviews involving 90 participants (20 school administrators and 70 teachers) from seven primary schools. The findings indicate that the key management functions of inclusive education activities-planning, implementation, direction, and supervision-were rated at a fairly good level (mean scores ranging from 3.92 to 3.98). However, more specialized aspects, such as assessing the individual needs of students with disabilities, developing and adjusting Individualized Education Plans, intersectoral collaboration, and monitoring individualized support activities, received lower ratings. The results reveal a gap between policy intentions and practical implementation. The study provides an empirical basis for proposing measures to enhance the effectiveness of managing inclusive education at the primary school level.