Challenges in teaching children with disabilities in primary schools in Vietnam : a survey on head teachers' views

Abstract

The study was carried out in two districts of a province in Vietnam from August to December 2005. The objectives were to investigate what kinds of challenges head teachers of inclusive classes in primary schools in Vietnam are facing in teaching children with disabilities; to describe the challenges; and to shape a better coping strategy for the challenges.

The study followed a quantitative approach with the design of a questionnaire survey. In addition, qualitative methods such as informal interview and group meeting were also utilized. Due to the objectives, the study is descriptive in nature.

The sample comprised of 256 head teachers, aged from 21 to 55, from 36 primary regular schools. These teachers are teaching children with all kinds of disabilities at all severity levels. The results show that apart from specific matters in specific situations, almost all the teachers are facing some challenges in common in including children with disabilities in their classes. The emerging challenges are with: a) policy support; b) curriculum; c) financial resources; d) participation of stakeholders; and e) teacher training and preparation. There is no association between teachersâ personal factors such as age, experience, â ¦ with the challenges they face.

The data highlight the importance of professional development of teachers in the formation of perception of challenges in inclusion. In general, the preparation and improvement of knowledge and skills in disability and inclusion education of teachers contribute to their successes in inclusive teaching task. In particular, teachers with more chances of in-service training appear to face less severe challenges and to be more confident in meeting the requirements of students with disabilities. Attitudes of the teachers towards the inclusion of children with disabilities in regular schools were also surveyed in this study. The analysis reveals that teachers who have been trained in disability and inclusive education programs possess more positive attitudes.

Recommendations for helping teachers to overcome challenges in teaching children with disabilities inclusively and promoting learning of the children are provided and discussed in relation to inclusive education efforts.