Khung mô hình hỗ trợ liên ngành cho học sinh khuyết tật học hòa nhập tại trung tâm hỗ trợ phát triển giáo dục hòa nhập cấp tỉnh

Tóm tắt

This study investigates the interdisciplinary support framework for inclusive students with disabilities at provincial inclusive education development support centers By integrating Response to Intervention (RTI), Integrated Multi-Tiered Systems of Support (I-MTSS), Universal Design for Learning (UDL), and the Ecological Systems Theory, the research team developed a survey instrument and conducted fieldwork across four provinces, gathering data from 304 in-service teachers directly implementing inclusive classrooms. The empirical findings indicate that teachers currently encounter substantial difficulties in educating students with disabilities. The findings indicate that teachers currently face numerous challenges in implementing inclusive education for students with disabilities. Intersectoral collaboration among the health, education, and psychological sectors in supporting students with disabilities remains fragmented and largely sector-specific, while gaps persist in specialized digital infrastructure for sharing and managing educational data on students with disabilities. To dismantle these systemic barriers, the authors propose a 4-tier interdisciplinary support framework. This model operates upon an adaptive, interconnected digital data axis and a horizontal administrative mechanism led by the Provincial People’s Committee, positioning the provincial center as the core coordinating hub.