ASSESSING THE EFFECTIVENESS OF INCLUSIVE EDUCATION SUPPORT CENTERS FOR STUDENTS WITH SPECIAL NEEDS AT PRIMARY SCHOOLS IN CAU GIAY DISTRICT, HANOI CITY

Abstract

This study focuses on evaluating the effectiveness of inclusive education support rooms at three primary schools in Cau Giay District, Hanoi. By employing a mixed-methods approach—including quantitative surveys of 60 school administrators and teachers, as well as qualitative interviews, classroom observations, and analysis of student records—the study analyzes the implementation level of five key standards for assessing effectiveness: responsiveness to students' needs, quality of the learning environment, professional competence and intersectoral collaboration, organizational and management practices, and practical impact. The findings indicate that criteria related to learning support and student behavioral improvement are rated highly, whereas limitations remain in terms of specialized human resources, infrastructure, and coordination mechanisms. Based on these results, the study proposes solutions including standardization of organizational models, provision of specialized resources, development of intersectoral collaboration frameworks, and the establishment of evaluation criteria at the school level. The research offers practical implications for improving the quality and consistency of inclusive education implementation in contemporary educational settings.