A Comparative Study of the Inclusive Education Policy in Vietnam and Malaysia: Proposed Solutions for Sustainable Development Education in Vietnam
top of page
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute
Asian Institute of Research, Journal Publication, Journal Academics, Education Journal, Asian Institute

Education Quarterly Reviews

ISSN 2621-5799

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
crossref
doi
open access

Published: 15 August 2019

A Comparative Study of the Inclusive Education Policy in Vietnam and Malaysia: Proposed Solutions for Sustainable Development Education in Vietnam

Pham Hoang Tu Linh, Ali Sorayyaei Azar

National Academy of Education Management (Vietnam), Management & Science University (Malaysia)

asia institute of research, journal of education, education journal, education quarterly reviews, education publication, education call for papers
pdf download

Download Full-Text Pdf

doi

10.31014/aior.1993.02.03.86

Pages: 539-550

Keywords: Inclusive Education, Vietnam, Malaysia, Sustainability, Educational Development

Abstract

The main aim of this study is to analyse and compare the policies of inclusive education for handicapped people in general, and children with disabilities in particular. It focused on inclusive education for children with disabilities in Vietnam and Malaysia. The study has also highlighted the challenges and issues of inclusive education for children with disabilities in Vietnam and has compared with Malaysia. It has eventually proposed the solutions to the sustainable development of inclusive education for children with disabilities in Vietnam.

References

  1. Electronic Portal Ministry of Education and Training of Vietnam (2018), Many difficulties in educating children with disabilities, Access on November 13, 2018.

  2. International Convention on Children's Rights. National Political Publishing House. Hanoi, 1992;

  3. Ministry of Education and Training (2007), Inclusive Education Management, Women's Publishing House; Ministry of Labor, Invalids and Social Affairs.

  4. UNICEF (2009), Building a Vietnamese child protection environment: Assessing laws and policies to protect children, especially children with special circumstances in Vietnam, Culture - Information Publishing House.

  5. Vu Ngoc Binh (2001), Human rights and disability, Labor - Social Publishing House.

  6. Vietnamese Constitution 2013., Education Law 2019., Law on Protection, Care and Education of Children in 2004., Children's Law 2016.

  7. Adnan, A.H., and I.A. Hafiz. 2001. A disabling education: The case of disabled learners in Malaysia. Disability & Society 16: 655–69.

  8. Ainscow, M. 1994. Special needs in the classroom: A teacher education guide. Paris: UNESCO.

  9. Ali, M.M., R. Mustapha, and Z.M. Jelas. 2006. An empirical study on teachers’ perceptions towards inclusive education in Malaysia. International Journal of Special Education 21: 37 - 44.

  10. Amar-Singh HSS& Alvin Teoh (2018), Inclusive Education Experiences of Parents in Malaysia, On Behalf of National Family support groups, Malaysia.

  11. Azman, N., M.M. Ali, and Z.M. Jelas. 2003. Student and teachers knowledge of and attitudes toward inclusive education. International Journal of Learning 10: 3374–84.

  12. Barton, L. 1988. Research and practice: The need for alternative perspectives. In The politics of special educational needs, ed. L. Barton, 79–94.

  13. Biklen, D. 2000. Constructing inclusion: Lessons from critical, disability narratives. International Journal of Inclusive Education 4: 337–53.

  14. Booth, T., and M. Ainscow. 1998. From them to us: An international study of inclusion in education. London: Routledge.

  15. Carrington, S., and R. Robinson. 2006. Inclusive school community: Why is it so complex? International Journal of Inclusive Education 10: 323–34.

  16. Clark, C., A. Dyson, and A. Millward. 1998. Theorising special education. London: Routledge.

  17. Cline, T. 1992. Assessment of special educational needs: Meeting reasonable expectations? In The assessment of special educational needs: International perspectives, ed. T. Cline, 121–34. London: Routledge.

  18. Corbett, J. 1999. Inclusive education and school culture. International Journal of Inclusive Education 3: 53–61.

  19. Donoghue, C. 2003. Challenging the authority of the medical definition of disability: An analysis of the resistance to the social constructionist paradigm. Disability and Society 18:

  20. 199–208.

  21. Dyson, A. 1990. Special educational needs and the concept of change. Oxford Review of Education 16, no. 1: 55–66.

  22. Education Act 1996, 1998. (Act 550) Part IV, National Education System. Chap. 8. Kuala Lumpur: International Law Book Services.

  23. Fuchs, D., and L. Fuchs. 1994. Inclusive schools movement and the radicalization of special education reform. Exceptional Children 60: 294–309.

  24. Hamzah, M.I. 2007. The impact of educational change in Malaysian smart schools on Islamic education teachers and students. Unpublished PhD diss., Universiity of Warwick, Coventry, UK.

  25. Jelas, Z.M. 1996. Pre-service teacher education in Malaysia to meet special needs in the classroom. In Partnerships in teacher development for a New Asia, ed. Rupert Maclean, 262–71. Bangkok: UNESCO.

  26. Jelas, Z.M. 1999. Professional development to meet special needs teacher education in Malaysia: The case of Universiti Kebangsaan Malaysia. Asia-Pacific Journal of Teacher Education and Development 2: 1–10.

  27. Jelas, Z.M. 2000a. Perceptions of inclusive practices: The Malaysian perspective. Educational Review 52: 187–96.

  28. Jelas, Z.M. 2000b. Inclusion: Equity or educability? Paper presented at the International special education congress, July 24–28, in Manchester, UK.

  29. Jordan, A. (2001). Special education in Ontario, Canada: A case study of market-based reforms. Cambridge Journal of Education, 31(3), 349-371.

  30. Kearney, A., and R. Kane. 2006. Inclusive education policy in New Zealand: Reality or ruse? International Journal of Inclusive Education 10: 201–19.

  31. Kuno, K. 2000. Does community based rehabilitation really work? Community based rehabilitation and participation of disabled people. Kuala Lumpur: Institut Sosial Malaysia.

  32. Malaysia (2006). Ninth Malaysia Plan 2006 - 2010. Kuala Lumpur: Percetakan Nasional Malaysia Berhad.

  33. McLauughlin, P. J., & Wehman, P. (1992). Developmental disabilities (eds.) Boston: Andover-Medical.

  34. United Nations Educational Scientific and Cultural Organisation (UNESCO). 1990. The world conference on education for all (Jomtien, Thailand). Paris: UNESCO.

  35. Sufean Hussin&Quek Ai Hwa (2012), Policy into Practice: The challenge for Special Education in Malaysia, University of Malaysia, Kuala Lumpur, Malaysia.

  36. Zalizan M. Jelas& Manisah Mohd Ali (2012), Inclusive education in alaysia: Policy and Practice, International Journal of Inclusive Education.

bottom of page