PROMOTING INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS  TOWARD SUSTAINABLE DEVELOPMENT AND INTERNATIONAL INTEGRATION:  A THEORETICAL AND PRACTICAL ANALYSIS FROM VIETNAM

Dao Thi Thu Thuy

Dao Thi Thu Thuy	dttthuy@daihocthudo.edu.vn	Hanoi Metropolitan University 98 Duong Quang Ham, Nghia Do ward, Hanoi, Vietnam

Summary:

This article analyzes the role of inclusive education in promoting sustainable development and international integration, with a particular focus on children with special educational needs in Vietnam. Based on a review of theoretical foundations and international experiences, the study identifies existing gaps in Vietnam’s inclusive education practices, including disparities in educational access between children with and without disabilities, inadequate infrastructure, insufficient teacher capacity, and limited coordination among stakeholders. The research methods include document analysis, synthesis of survey results, and comparative analysis of inclusive education models in Japan and the United States. The findings indicate that Vietnam should strengthen early intervention, provide specialized teacher training, and build an inclusive education ecosystem that involves schools, families, communities, and state management. These recommendations aim to improve policy, enhance the quality of inclusive education, and ensure equal learning opportunities for all children in the context of sustainable development and international integration.

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Keywords:

inclusive education

sustainable Development

international integration

education models

inclusive education ecosystem.

Refers:

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Journal:

No. 8, August 2025

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

THE VIETNAM NATIONAL INSTITUTE OF EDUCATIONAL SCIENCES

PROMOTING INCLUSIVE EDUCATION FOR CHILDREN WITH SPECIAL NEEDS TOWARD SUSTAINABLE DEVELOPMENT AND INTERNATIONAL INTEGRATION: A THEORETICAL AND PRACTICAL ANALYSIS FROM VIETNAM