INNOVATING LEADERSHIP FOR AUTISM EDUCATION: SUSTAINABLE PATHWAYS IN HO CHI MINH CITY

Abstract

Autism education in Vietnam, particularly in Ho Chi Minh City, faces persistent challenges including fragmented leadership practices, lack of standardized policies and limited sustainability in program implementation. Addressing these challenges requires innovative approaches to educational leadership that can foster inclusive, effective and long-term solutions. This study investigates leadership models in autism education and explores pathways toward sustainable development in Ho Chi Minh City. Employing a mixed-methods design, the research combines qualitative interviews with school leaders, teachers, parents and experts with quantitative surveys measuring satisfaction and leadership effectiveness across selected specialized schools and intervention centers. Data are further complemented by policy analysis to identify structural gaps. Preliminary findings suggest that transformational, adaptive and community-based leadership models are particularly effective in supporting children with autism and their families. However, systemic barriers such as policy inconsistencies, insufficient resource allocation and weak inter-institutional collaboration hinder long-term sustainability. The study proposes an innovative leadership framework that integrates transformational vision, adaptive management and cross-sector collaboration, tailored to the context of Ho Chi Minh City. The research contributes theoretically by enriching the literature on leadership in special education and practically by offering a feasible, context-specific model for sustainable leadership in autism education. Policy recommendations include the establishment of clear guidelines for school leadership, strengthening professional development for educators and fostering multi-stakeholder partnerships to enhance sustainability.