Guidelines to applying the set of quality assurance standards in inclusive education for students with disabilities at Primary Education

Nguyen Xuan Hai

Nguyen Xuan Hai	haiblackocean@yahoo.co.uk	Inclusive education has been implemented in Vietnam for decades and moving towards focusing on its quality. There are few domestic authors’ researches on the quality as well as quality assurance to inclusive education for students with disabilities in genral and at primary education in particular. The paper examines some research results on this issue as: 1) Basic definitions involved; 2) Introduction to the set of quality assurance standards of inclusive education for students with disabilities at primary education; 3) Guidelines to the application of the quality assurance standards in inclusive education for students with disabilities at primary education. Based on the results, the paper draw out some conclusions and recommendations to the self-assessment of the primary schools.

Summary:

Inclusive education has been implemented in Vietnam for decades and moving towards focusing on its quality. There are few domestic authors’ researches on the quality as well as quality assurance to inclusive education for students with disabilities in genral and at primary education in particular. The paper examines some research results on this issue as: 1) Basic definitions involved; 2) Introduction to the set of quality assurance standards of inclusive education for students with disabilities at primary education; 3) Guidelines to the application of the quality assurance standards in inclusive education for students with disabilities at primary education. Based on the results, the paper draw out some conclusions and recommendations to the self-assessment of the primary schools.

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Keywords:

quality

Quality assurance

inclusive education

students with disability

Refers:

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[2] Nguyễn Xuân Hải, (2016), Nghiên cứu kinh nghiệm của Hoa Kì về đảm bảo chất lượng cho giáo dục hòa nhập trẻ khuyết tật trí tuệ - Giải pháp đề xuất cho Việt Nam, Nhiệm vụ Khoa học Công nghệ cấp Bộ hợp tác song phương giữa Việt Nam và Hoa Kì, Hà Nội.

[3] Nguyễn Đức Hữu, (2018), Quản lí giáo dục hòa nhập cho học sinh khuyết tật cấp Tiểu học theo tiếp cận đảm bảo chất lượng, Đề tài Luận án Tiến sĩ chuyên ngành Quản lí giáo dục, Hà Nội.

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[5] Nguyễn Xuân Hải, (8/2009), Về khái niệm giáo dục hòa nhập, Tạp chí Khoa học Giáo dục, số 47, tr.5-7.

[6] Nguyễn Xuân Hải, (2015), Đảm bảo chất lượng giáo dục hòa nhập học sinh khuyết tật trong các nhà trường phổ thông, HNUE Journal of Science, ISSN 0868-3719, Volume 60 Issue 6BC, pp.45-55.

Journal:

No. 43, July 2021

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

Guidelines to applying the set of quality assurance standards in inclusive education for students with disabilities at Primary Education