Bảo đảm khả năng tiếp cận giáo dục mầm non của trẻ khuyết tật ở Việt Nam: Phân tích chính sách và dữ liệu thứ cấp theo khung hệ thống

Tóm tắt

Early childhood education is important for children with disabilities, while early identification, early educational intervention, and inclusive education are closely related conditions. This paper analyses Vietnam’s policy framework, implementation evidence, and enabling conditions for access to early childhood education. The study analyzed 30 documents, primarily published between 2010 and 2025; documents issued before 2010 were used only to establish the historical baseline. The corpus comprised 14 legal and policy documents, six official reports or statistical sources, five documents published by international organizations, and five research studies. The analysis suggests that the policy framework has increasingly reflected a rights-based approach, while available evidence points to continuing limitations in early identification, intervention, human resources, support conditions, and intersectoral coordination. The paper proposes a systems framework for organising these factors. The framework should be operationalised and empirically tested before it is used to assess system readiness or policy effects.