Supporting special education

At the recent conference summarizing the 2023-2024 school year and outlining tasks for the 2024-2025 school year for special education, organized by the Ho Chi Minh City Department of Education and Training, statistics showed that the number of students with disabilities studying inclusively in public educational institutions is increasing.

In the 2023-2024 school year, the entire city had 907 preschools, primary schools, secondary schools, and high schools accepting inclusive education students, with a total of 10,441 students. Of these, the largest number of primary schools implementing inclusive education programs were primary schools – with 482 schools and 4,911 students.

If categorized by type of disability, out of a total of 10,441 students in inclusive education, students with intellectual disabilities account for the largest proportion – with 7,996 students (76.58%). Besides intellectual disabilities, inclusive education students also have other disabilities related to vision, hearing, speech, motor skills, neurological disorders, and mental health issues. The diverse student population in inclusive education places additional pressure on administrators and teachers in public schools due to their lack of formal training in special education.

According to Mr. Nguyen Minh Thien Hoang, Deputy Head of the Primary Education Department (Ho Chi Minh City Department of Education and Training), due to insufficient personnel, schools have to assign staff to take on additional responsibilities, which somewhat affects work efficiency. To attract more teachers, the Ho Chi Minh City Department of Education and Training proposes adding the work of caring for and educating people with disabilities in educational institutions to the list of "Hard and Hazardous Occupations and Jobs" to increase the benefits and allowances for teachers. In the 2024-2025 school year, the education sector will continue to improve the quality of training and skills development for teachers teaching inclusive education in general schools, while also strengthening regular professional meetings to promptly grasp the teaching situation of the units, thereby providing close guidance and timely solutions that are appropriate to the reality.

However, efforts from the education sector alone are not enough; the cooperation of the entire society is also needed, including strengthening social mobilization policies and promoting the role of social organizations and associations to increase investment in education. In particular, close coordination between families and schools is crucial in creating a positive educational environment, helping students with disabilities to thrive in life, improve their self-care abilities, and become useful members of the community.

MINH TRANG

Source: https://www.sggp.org.vn/tiep-suc-cho-giao-duc-dac-biet-post760937.html