Many advances in education for students with disabilities
In recent years, inclusive education for students with disabilities has had many positive changes, increasing in both scale and quality, being implemented at all levels of education from preschool to high school and has mobilized the maximum number of school-age children with disabilities.
The propaganda and implementation of activities to help disabled students have been carried out actively. More and more organizations, unions, businesses and individuals are joining hands to help disabled students.
Schools have invested in building and purchasing facilities and teaching equipment for students with disabilities; policies and regulations on education for students with disabilities have been implemented.
In organizing teaching, teachers have focused on forming and developing social skills for students such as: knowing how to behave with friends and family; getting along with friends; knowing how to take care of oneself; participating in other activities at a simple level.
Teachers know how to adjust teaching content and methods to suit students with disabilities, each type of disability, the level of disability of the students and the actual conditions of the school.
Disabled students have made great efforts to improve, many of them have achieved high results in studying and training.
However, inclusive education for students with disabilities in schools still faces many difficulties. The biggest difficulty is that students with severe disabilities cannot participate in inclusive education.
Removing difficulties for educating students with disabilities
On December 26, 2024, the Minister of Education and Training issued Circular No. 27/2024 on the Regulations on organization and operation of schools and classes for people with disabilities, effective from July 1, 2025.
The new point of Circular 27/2024 is to allow the organization of "Specialized Education Classes" in kindergartens, general schools, continuing education centers and vocational education - continuing education centers.
Students in Special Education Classes are students who cannot participate in inclusive education effectively due to special requirements in organizing teaching and learning; each class has no more than 12 students.
Every year, the school has a Special Education Class that develops a plan to enroll students with disabilities, submits it to the competent authority for approval, and organizes enrollment according to regulations.
The Circular also specifically stipulates the duties and powers of schools with Special Education Classes; teachers of Special Education Classes; duties and powers of students; teaching and learning activities of Special Education Classes; facilities, teaching equipment and libraries; relationships between schools, families and society, etc.
The Department of Education and Training and educational institutions organize statistics and review of students with severe disabilities; review facilities and teaching staff to advise competent authorities to organize specialized education classes.
Specialized education classes can be established according to types of disabilities (Motor disabilities; hearing and speech disabilities; visual disabilities; neurological and mental disabilities; intellectual disabilities; other disabilities); Specialized education classes can be organized in clusters of schools.
For students with severe disabilities who cannot participate in inclusive education effectively, a special class is needed so as not to affect other students in the class and to ensure educational effectiveness. The period when children are in preschool and primary school age is the “golden” period for intervention and special education.
Most disabled students come from poor families, so their families cannot afford to send them to special schools or inclusive education centers.
Therefore, the new regulation allowing the organization of Special Education Classes right in schools is a practical and humane thing to do.
