INCLUSIVE EDUCATION POLICY FOR PERSONS WITH DISABILITY IN VIETNAM

DOI: 10.18173/2354-1075.2025-0044

Abstract

The inclusive education policy for persons with disabilities has always interested policymakers and researchers. However, domestic research on this topic remains limited. In Vietnam, the formulation and implementation of inclusive education policies for persons with disabilities have largely relied on general policy development frameworks and expert consultations rather than grounded, specialized research. This article explores key terms related to the topic, analyzes the characteristics of the inclusive education policies for persons with disabilities, and outlines the stages involved in the policy-making process. It further evaluates the impact of these policies on persons with disabilities and offers policy orientations for the current context in Vietnam. The findings aim to contribute to a more comprehensive understanding of inclusive education and to inform future policy development that better meets the needs of this vulnerable population.