DEVELOPING CURRICULUM FOR CHILDREN WITH DISABILITIES IN VIETNAM: FROM EQUAL OPPORTUNITY TO EQUITY AND QUALITY

This article analyzes the development of the curriculum for children with disabilities in Vietnam within the context of educational reform and international integration. Based on historical documents, policies, and legal frameworks, the study identifies four major phases: 1) 1945–1975: The emergence of initial special education models, mainly charity and humanity in nature; 2) 1975 - 1986: Institutional foundation building and expansion of special schools; 3) 1986 - 2010: Shaping inclusive education, influenced by international commitments such as the Convention on the Rights of the Child (1990) and the Salamanca Statement (1994); 4) 2010 - 2025: Comprehensive institutionalization with a strong focus on quality and equity. The findings highlight significant achievements, including policy frameworks, the expansion of the teaching workforce, and the development of educational institutions, while also expressing limitations in quality assurance, professional capacity, and statistical data systems. The paper proposes future directions for curriculum development grounded in a rights based approach, emphasizing individualization, digital transformation, and community participation, thereby advancing an equitable, high quality education system for all children with disabilities.