DESIGNING AN INTEGRATED CURRICULUM FOR CHILDREN WITH DISABILITIES IN AN INCLUSIVE ENVIRONMENT: EXPERIENCES AND LESSONS FROM COUNTRIES WORLDWIDE

DOI: 10.18173/2354-1075.2024-0076a

Abstract

This article analyzes the experiences of developed countries (the USA, Australia, Finland, the UK) and Asian countries (Japan, South Korea, China, Malaysia) in designing integrated curricula for students with disabilities in inclusive environments. Based on these experiences, the article draws important lessons for Vietnam, including the application of Universal Design for Learning (UDL) in the curriculum, improving teacher training quality, and enhancing the infrastructure in schools. These solutions contribute to strengthening the effectiveness of inclusive education for children with disabilities and increasing learning opportunities for all students.