Hoạt động hỗ trợ giáo dục hòa nhập của trung tâm hỗ trợ phát triển giáo dục hòa nhập: Góc nhìn từ cán bộ quản lí và giáo viên

Tóm tắt

Inclusive education (IE) has been introduced into Vietnam since the 1990s, in line with the process of joining the world and updating international trends. To date, the majority of children with disabilities of school age have access to inclusive schools in their local areas. Resource centers, as stipulated in article 31 of the 2010 Law on Persons with Disabilities and specified regarding operational regulations in Circular 20/2022/TT-BGDĐT, were been expected for building capacity on IE for teachers and for providing direct consultation and support to inclusive schools. This study aims to reflect the current status of inclusive education support activities provided by these centers, from the perspectives of school manager and IE teachers. 2 questionnaires were developed and used in gathering data. A study conducted in 9 inclusive preschool, primary, and lower secondary schools in 3 provinces and cities across 3 regions, using direct questionnaires from a sample of 113 school managers and IE classroom teachers, revealed the following: 1) In these 9 schools, there are 84 students with disabilities in inclusive education, accounting for 1.33% of the total student population; 2) Approximately 40% of school managers and IE teachers in these schools have received supports from the source center in the past 3 school years, with a common frequency of once per school year; 3) 14% of respondents rated the supporting activities as very effective, while 5% rated it as ineffective; 4) The managers and teachers perceived many difficulties in implementing IE and desired further support. Research indicates a need for guidelines and documentation on the management process of inclusive education support activities by resource center. At the same time, it is necessary to strengthen the mobilization of other resources to support inclusive education.