THE REALITY OF QUALITY OF INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES AT PRIMARY EDUCATION LEVEL FOLLOWING THE QUALITY ASSURANCE APPROACH IN VIETNAM

DOI: 10.18173/2354-1075.2020-0115

Tóm tắt

Quality and quality assurance of inclusive education in general as well as in primary education level have been paid attentions by scientists, school teachers, parents of students with disabilities and community members. Doing research this issue in order to draw an overall picture of reality and to have bases for the future actions taken for improving the quality of inclusive education following the quality assurance approach has an important meanings. The contents of papepr reflects a research results by the author on this issue which follows the quality assurance approach as for the quality which is considered an overall quality or the quality combination by all the quality factors of inclusive education process in school and manifested by the development results of students with disabilities