REPORT SURVEY OF CHILDREN'S ACCESS TO EDUCATION IN DIFFICULT AND MINORITY AREAS OF QUANG BINH PROVINCE

 
Implementing agencies:
DRD . Center for Disability and Development
 
Collaborate with
Association for the Development of People with Disabilities in Quang Binh Province
 
 
 
 
 
 
 
July 2021
TABLE OF CONTENTS
 
1.   Background 3
2.   Purpose, 5
2.1    Purpose: 5
2.2 Requirement: 5
3.   Research method: 5
4.   Limitations of the study: 6
5.   Result: 6
5.1    Research sample characteristics: 6
5.2    Actual situation of determining the degree of disability 14
5.3    Capacity for early detection and early intervention of health workers 17
5.4    Policy on educational programs for children with disabilities 22
5.5    Situation of inclusive education in Quang Binh province and 5 project communes 23
5.6    Gender factor in assessing the status of access to education for children with disabilities 31
6.   Summary of research results: 32
7.   Conclusion and some recommendations: 33
 
 
 
 
 
 
 
 
 
 
 

1. Background
   1. Quang Binh

Quang Binh province is located in North Central Vietnam, with a natural area of 8,065 km2. According to the population census as of April 1, 2019, Quang Binh's population reached 895,430 people. In the province, there are 24 ethnic groups living together, but mainly Kinh people, about 97%. Ethnic minorities belong to two main groups, Chut and Bru-Van Kieu, including the main ethnic groups: Khua, Ma Lieng, Ruc, Sach, Van Kieu, May, Arem, etc., living concentrated in two mountainous districts of Tuyen Hoa. and Minh Hoa and some western communes Bo Trach, Quang Ninh and Le Thuy. The population is unevenly distributed, 79% live in rural areas and 21% live in urban areas.
The province's human resources are quite abundant, working age accounted for 64.47% of the total population (population of more than 860,000 people); in which female workers accounted for (47.7%). The rate of trained laborers accounts for 50% of which the vocational training rate is 27%. The strength of Quang Binh's human resources is intelligence, diligence, hard work, inquisitiveness and desire for progress. Currently, the province has 1 Quang Binh University with a training scale of 2,050 students/year, in addition, there are many vocational training institutions and professional secondary schools, annually training about 11-12 thousand employees of the province. many different professions.
According to statistics of the Association for the Protection of the Disabled and Orphans, Quang Binh PWDs account for about 5.2% of the province's population with more than 45,000 people, of which more than 14,400 severely disabled people, 3,643 particularly severe people with disabilities, 2,874 children with disabilities, 90% of PWDs mainly live in rural areas with difficult economic conditions, especially in mountainous communes, and communes with flat hills.
According to the Department of Labor, War Invalids and Social Affairs of Quang Binh province, in 2020, the whole province has 38,874 social protection beneficiaries who are entitled to monthly social allowances in the community (including children under 16 years old with no source of nourishment: 163 children; people from 16 to 22 years old studying in high school, vocational training, professional secondary schools, colleges and universities: 42 people; HIV-infected people from poor households: 17 people, poor single people raising children: 1,151 people, elderly people: 14,308 people, people with disabilities: 23,193 people). In addition, in the province, there are 346 subjects being cared for and nurtured at social assistance facilities (in which: Provincial Social Protection Center: 68 subjects, Center for Care and Rehabilitation for the mentally ill: province: 117 subjects and Dong Hoi SOS Children's Village: 161 children).
 

1. Association for the Development of People with Disabilities and the project "Promoting the enforcement of children's rights, especially children with disabilities in the field of education in disadvantaged, mountainous and ethnic minority areas in Quang Binh province"

The Association for Empowerment of Persons with Disabilities (AEPD) is a local non-governmental organization in Quang Binh, with the predecessor of the international humanitarian organization Survivor Corps/ Landmine Survivors Network (SC/LSN). AEPD was established to inherit and promote SC/LSN's mission, values, and achievements in enhancing the status and capacity of mine victims and people with disabilities in general. AEPD is committed to improving the quality of life for landmine victims and people with disabilities through capacity building, a sense of autonomy, increased economic opportunities and social inclusion, and access to services. health care - health care, advocacy and disability mainstreaming in disaster risk management.
In 2020, the Association for the Development of People with Disabilities in Quang Binh Province is one of 19 organizations to receive funding from the European Union through the Justice Initiative Promotion Fund (EU JULE JIFF, or JIFF Fund for short, JIFF Fund for short. ) to implement the project "Promoting the implementation of children's rights, especially children with disabilities in the field of education in disadvantaged areas, mountainous areas, ethnic minority areas in Quang Binh province" to contribute to strengthening construction rule of law in Vietnam through a reliable and accessible judicial system.
The overall goal of the project is that children with disabilities in disadvantaged areas of primary school age in Quang Binh have improved access to inclusive education in public or specialized schools.
Specific goals include:

1. Children, especially children with disabilities, parents, teachers, people working in the field of children and disabled people in disadvantaged areas of Quang Binh province know and understand children's rights, especially rights in the field of education.
2. Children with disabilities of primary school age in the project area have the opportunity to access inclusive education and special education in public schools in the region through the coordination mechanism of specialized units with specialized agencies. related .
3. Children, especially children with disabilities and related parties receive legal advice and support on issues related to children's rights enforcement and legal administrative procedures in the field of education through various channels. information is established and published.

Within the framework of this project, the Association for the Development of People with Disabilities in Quang Binh Province carried out a survey/assessment of the status of access to education for children with disabilities, especially inclusive education of children with disabilities. in disadvantaged areas and ethnic minority areas in Quang Binh province.
 

2. Purpose of request
   1. Purpose:

Survey/assess the status of access to education of children with disabilities, especially children with disabilities in disadvantaged areas and ethnic minority areas in the project area.
 
2.2 Requirements:
- Assessing the status of children with disabilities in accessing education, identifying difficulties/barriers in accessing education of children with disabilities, including assessing the implementation of the determination of disability levels for children. ; Current status of policies and educational programs for children with disabilities; capacity of health stations in early detection and early intervention; situation of inclusive education in general in Quang Binh province and 5 project communes in particular.
- Synthesize reliable input data on quantity, quality or rate related to access to education of children with disabilities in general, especially specialized and inclusive education for children with disabilities in different regions. difficult mountainous areas and ethnic minorities.
- Proposing practical and applicable solutions for each relevant audience to promote access to education for children with disabilities, especially children with disabilities in disadvantaged, mountainous and ethnic areas. minority.
 

3. Research Methods:

Research using the method of reviewing documents on local laws, policies and projects on inclusive education for children with disabilities .
Conducted 07 individual in-depth interviews with leaders of departments and agencies such as Department of Education and Training, Department of Health, Department of Labor, War Invalids and Social Affairs, Department of Education and Training of Le Thuy district, Le Thuy District Health Department, Le Thuy District Labor Invalids and Social Affairs Division.
The study used a quantitative method (online questionnaire survey via Google Forms ) with support from AEPD project staff. Time to collect information and data from interview results and Google Forms is 02 months.
After collecting data, processing raw data using Excel software. In 138 collected research samples, the number of final screened research samples was 138 completed records on 4 groups of subjects: Students; Parents; Teachers and school officials; Medical staff.
The survey/assessment will be carried out in disadvantaged areas, ethnic minority areas within the project scope including 5 communes: Kim Thuy, Ngan Thuy, Phu Thuy, Son Thuy and Hoa Thuy of Le Thuy district, Quang Binh Province.
 

4. Limitations of the study:

The situation of the Covid-19 epidemic is complicated in Ho Chi Minh City and Quang Binh province, so the research team could not directly go to Quang Binh to conduct surveys and interviews.
Contacting and arranging time with the target groups that need to be interviewed has many obstacles due to the different schedules of the different groups.
Interviews were conducted by phone and Zalo software. The limitation of interviewing by phone and Zalo software is that it depends on the Internet connection, the technology use skills of the target group to be interviewed. This also affects the schedule and scheduled time of the research team.
Questionnaire survey via Google form is asked and supported by AEPD staff.
The majority of parents of children with disabilities participating in the interviews were not parents of children with disabilities who participated in the interviews. This affects the performance of testing the correlations between variables and re-testing the answers of children with disabilities.
The number of samples representing groups of children with disabilities, parents, medical staff, etc. is quite small, so the research results do not have many differences between the answers and cannot be generalized into an overall picture. for the general situation of the locality.
From the above limitations, the research report only stops at describing the status of children with disabilities accessing education in 05 communes of Le Thuy district, Quang Binh province.
 

5. Result:
   1. Research sample features:
      1. Student survey:

By gender, the number of male and female students participating was 18, accounting for 50% of the total number of students participating in the survey. ( Table 1. )
 

 
By type of disability, among 36 children participating in the survey, there are 13 children without disabilities (36%), 1 child with undetermined disability (3%) and 22 children with disabilities (61%) equally divided in all forms. disabilities such as mobility impairment (14%); hearing-speech disability (6%); vision disability (17%); neurological and mental disabilities (6%); Intellectual disability (3%) and other defects (kidney, heart, blood cancer,...) account for 17%. ( Table 2. )
 

 
In terms of ethnicity, out of a total of 36 children participating in the survey, they are mainly Kinh and Bru-Van Kieu with 24 and 12 samples respectively. ( Table 3. )
 

 

1. Parent survey:

In order to ensure that we can collect different opinions from parents on the issue of access to education of children with disabilities, the research team conducted a survey on 38 parents of children with and without disabilities. In which, 15 parents of children without disabilities agreed to participate in the survey (39%). There were 23 parents of children with disabilities participating in the survey (61%), in which, parents of children with mobility disabilities accounted for 16%; hearing and speaking disability 5%; vision disabilities accounted for 13%; 11% are parents of children with neurological and mental disabilities; Parents of children with intellectual disabilities account for 3% and 13% are data of parents of children with other types of disabilities (kidney, heart, blood cancer,...) ( Table 4. )
 

Among 38 parents who participated in the survey, up to 30 parents were female, accounting for 79% and only 8 male parents, accounting for 21% of the total number of parents participating in the survey. ( Table 5. )
 

 

Of the total collected samples, the Kinh ethnic group accounted for 29/38 samples and only 9/38 samples were recorded as Bru-Van Kieu people. ( Table 6. )
In addition, based on the distribution chart of the research sample by household economy, it shows that 55% of survey respondents belong to middle-income families, 21% belong to near-poor households, and 19% belong to poor households. and only 5% of survey respondents belong to households with good economic conditions. ( Table 7. )
 

 

1. Survey on teachers and school officials:

The research team conducted a survey with teachers and staff of semi-boarding high schools for ethnic minorities, junior high schools, primary schools, and preschools in Le Thuy district, Quang Binh province. plus 19 answer sheets, in which 01 sample does not include working position. All 100% of teachers and school staff are working at public schools.
Of the 19 teachers and school officials participating in the survey, 68% are female and 32% are male. ( Table 8. )

The survey recorded the diversity of the working positions of the participants, although the number was not much (18 samples) and there was 1 sample that did not record the working position. But the research team hopes to be able to gather diverse perspectives of teachers and school officials in their respective working positions. The most recognized positions are principals and teachers with 33%, while the position of vice principal is 17% and 17% come from other positions such as staff and school health officer. ( Table 9. )
 

Considering the average monthly income of teachers and school officials, 10/19 people answered monthly they received from 7-10 million VND, 3/10 people have income over 10 million VND/ month and less than 5 million VND/month, with income from 5-7 million VND/month, there are 2 people and only 1 person said they earn over 15 million VND/month. ( Table 10. )
 

 

1. Survey on medical staff:

The research team collected survey results from 9 health workers. In which, focus is mainly on health stations in communes such as Ngan Thuy (2), Kim Thuy (2), Hoa Thuy (2), Son Thuy (2) and Phu Thuy (1). The medical staff participating in the survey came from many different positions, including Head of Health Station (3), Staff (3), Specialist I (1), Doctor (1), Deputy station chief (1). With the main professional work is examination, diagnosis and direct treatment (6), care and rehabilitation (3), consulting (1). ( Table 11. )
 
Table 11. List of health workers participating in the survey

	Work unit		Professional work
	Ngan Thuy Commune Health Station	Station Head	Examination and diagnosis
	Ngan Thuy Commune Health Station	Specialist doctor I	Examination and diagnosis
	Kim Thuy Commune Medical Station	Station Head	Examination and diagnosis and direct treatment
	Kim Thuy Commune Medical Station	Deputy Head of the medical station	Examination and diagnosis, direct treatment, care and rehabilitation
	Hoa Thuy Commune Health Station		Care and rehabilitation
	Hoa Thuy Commune Health Station	Station Head	All and propaganda when patients come to the clinic in all aspects
	Son Thuy Commune Health Station		Examination and diagnosis and direct treatment
	Son Thuy Commune Health Station		Care and rehabilitation
	Phu Thuy Commune Health Station	Maternal and child health care workers- Family planning	Communication consulting on maternal and child health care- Family planning

 

1. The status of determining the degree of disability
   1. The reality of determining the degree of disability in children with disabilities

Determining the degree of disability is one of the important bases for implementing support policies and social allowances for children with disabilities according to disability types and degrees of disability.
The survey results of 22 children with disabilities showed that 95.5% (22 children) answered that the cause of disability was congenital, 4.5% (01 child) had a disability due to pathology.
With the same survey content, parents with children with disabilities said that children with congenital disabilities accounted for 73.9%, pathological lag 17.4% and unknown cause 8.7%.(Column chart 1) .
From the above two research results, it is shown that the majority of children with disabilities are due to congenital factors, so early detection and early intervention for children is extremely important, which can help improve their health status. health and rehabilitation for children.
 

In order to evaluate the implementation of early detection and early intervention programs as well as the implementation of support policies for children with disabilities in the locality, determining the degree of disability for children is one of the most important factors. core.
 

Based on column chart 2, it can be seen that the rate of children with disabilities is very high, with 81.8% of children with disabilities and 91.3% of parents with children with disabilities having their disability levels identified, with nearly 10% of children and parents of children with disabilities did not have a disability determination and 0.9% of children with disabilities did not know the answer.
Continuing based on column chart 3, it shows that the percentage of children with disabilities who are granted a certificate of disability identification is quite high, about 85% of children with disabilities and their parents (specifically , children with disabilities who answered accounted for 86.4%. and parents accounted for 82.6 %) all replied that they received a certificate of identification after taking their child for a disability assessment, besides that 17.4% of parents and 9.1% of children with disabilities answered that they did not receive a certificate of identification. degree of disability; 4.5% of children with disabilities did not respond.
Among the cases where the child has been taken for a disability assessment, but there is no certificate of disability, it is because the application for certification is in the process of being completed.
From the above research results, it can be seen that the actual situation of determining the degree of disability in the locality is quite well done, although there are still some cases of children with disabilities and parents of children with disabilities who have not done so yet. determine the degree of disability for children, but this rate is also very low.

When it comes to difficulties when making a certificate of disability, up to 25 interviewees said that the main difficulty they encountered when making a certificate of disability level was their distance from home and traveling conditions. difficulties, 09 people believe that cumbersome and complicated administrative procedures are the reason that hinders them when making a certificate of disability, one person has difficulty without a guide in the process of making a certificate of disability. receive the disability level. Notably, there was one case that reported being refused many times when making a certificate of disability because the child was under 6 years old and one case said that local officials did not know how to determine the degree of disability. Meanwhile, there were 10 cases that said they did not have difficulties in the process of making a certificate of disability. ( Chart 2 )

1. Ability to determine the degree of disability

The survey team interviewed 23 commune officials. As a result, 16/23 (69.6%) officials said that the team was not professionally trained and part-time, so there were still many shortcomings in the work of determining disability levels, early detection, and intervention. early and functional rehabilitation of children with disabilities in the locality; 7/23 (30.4%) rated the team to ensure professional performance in accordance with regulations. Thus, it can be seen that the determination of the degree of disability for children is still limited, it is possible that some children will not be able to determine the correct type of disability or the degree of disability according to the provisions of the Law on People with Disabilities in Vietnam. Male. To answer this hypothesis, the research results on the capacity of early detection and early intervention of health workers will be more evident.
 

1.  Capacity for early detection and early intervention of health workers

The capacity of health workers is one of the important factors in early detection and early intervention for children with disabilities. According to a survey of 9 employees of 5 medical stations in Le Thuy, when asked about issues related to early detection and early intervention for children with disabilities, specific results were obtained, in turn, as follows: after:
Knowledge of health workers about the situation of children with disabilities in the locality participating in early detection and early intervention programs
 

When asked about the status of children with disabilities participating in local early detection and early intervention programs, three responses (33.3%) said that 50%-70% of children with disabilities received intervention. ; There were 2 responses (22.2%) that 50% of children with disabilities received intervention, accounting for 22.2%; There are 2 responses (22.2%) that the majority of children do not receive intervention and the remaining 22.2% do not know about the above problem (Figure 3). Through sharing of health workers, it can be seen that the situation of children with disabilities in the locality is detected early and early intervention is very low. This is again influenced by many other factors and will be further clarified in the following sections.
Health workers' knowledge of local early detection and early intervention programs
A survey of medical staff at 5 stations showed that 44.4% (4 responses) knew about the local early detection and early intervention program; 44.4% (4 responses) did not know about their programs and 11.1% (1 time) did not know (Chart 4). Based on the above results, it is found that nearly half of the health workers who participated in the survey also did not know about early detection and early intervention programs. This can also be one of the difficulties in implementing policies for people with disabilities in general and local support programs for children with disabilities in particular. To be able to assess the difficulties in policies to support children with disabilities, the study continues to survey the capacity of health workers on this issue.


The capacity of local health workers to implement early detection and early intervention for children with disabilities
Among 9 interviewees, 8 respondents (89%) are not capable of performing early detection and early intervention due to lack of professional training; 01 respondent is capable but needs more training (Figure 5). Through the above research results, it can be seen that there are some limitations in the implementation of early detection and early intervention programs for children with disabilities.


From those limitations, the health workers themselves raised three main difficulties when implementing the program of early detection and early intervention in the locality: 41.2% (7 responses) said that the difficulty is great. The most important part in implementation is the lack of necessary equipment, 35.3% (6 responses) staff are not professionally trained and 23.5% (4 responses) parents are not ready to children can participate in local early detection and early intervention programs. (Chart 6)
 

In addition, when asked about local early intervention programs, 13 parents of children with disabilities (56.5%) answered that there is no local early detection and early intervention program and 5 parents ( 21.7%) do not know about early detection and early intervention programs for children with disabilities, 5 parents (21.7%) of parents know about these programs. For children with disabilities, when asked the same question above, 45.5% of children with disabilities answered that they did not and did not know about the local early detection and early intervention program, only 2 children (9.1%). Answer yes know about this program. It can be seen that the majority of parents and children with disabilities answered that they do not have or do not know about local early detection and early intervention programs, so the number of children with disabilities accessing these programs also accounts for the majority of children with disabilities. very low rate. (Chart 3.1)

Continuing based on chart 3.2, it can be seen that only one parent (4.3%) answered that their child/child can participate in local early detection and early intervention programs; 16 parents (69.6%) answered that their child/children did not participate and 6 parents (26.1%) answered that they did not know. Similarly for children with disabilities, only 2 children with disabilities (9.1%) responded that they participated in the local early detection and early intervention program; 20 children (accounting for 90.9%) answered that they did not participate (54.5%) and did not know (36.4%) about the early detection and early intervention program.

According to a recent report by the Quang Binh Provincial Department of Health, the number of children with disabilities in the province is more than 4,000 children, classified by mild, moderate and severe. Children with severe disabilities are determined by the health station and then sent to the People's Committee of the commune and the Department of Labor for the child to receive benefits and health insurance. For children with mild disabilities, health care is provided in the community. In Quang Binh, there are 02 centers for early intervention and rehabilitation, in Quang Xuan, Quang Trach district and Duc Linh Dong, Dong Hoi city. The process of early intervention usually takes place in hospitals, in centers mainly for care and rehabilitation.
Regarding policies for early detection and early intervention, the Department of Health of Quang Binh province follows the direction of the Ministry of Health, and the Department of Health advises the Provincial People's Committee to issue action plans in the province. table. In addition to the directives of the Ministry of Health, the Department of Health of Quang Binh province has no other policies related to early detection and early intervention for children with disabilities. capacity building for staff, however, there is currently no funding for operational training courses.
According to a representative of the Quang Binh Department of Health, the current situation of disability determination and community-based rehabilitation is facing many difficulties. The first difficulty, there is no funding for screening and assessment. The health force participating in the assessment is still small, mainly relying on commune health workers, only 01 doctor and 01 traditional medicine doctor to carry out rehabilitation work. Therefore, it is necessary to provide more specialized training in rehabilitation for doctors. Currently, the Ministry of Health has only allowed to add the scope of rehabilitation to the practice certificate for traditional medicine doctors. In order to carry out long-term rehabilitation, it is necessary to pay expenses from the health insurance source, the force in the commune is not qualified enough to meet the payment of health insurance.
A representative of the Department of Health said that rehabilitation is a relatively new field that has not been popularized in the industry, training staff for at least 6 months specializing in rehabilitation to supplement practice certificates and get paid. Health Insurance. Before 2010, there were a number of community-based disability care programs that had a lot of funding to implement, but from 2020 the funds to organize rehabilitation classes cut funding, only documents practical guidance has not been promoted.
In the coming period, the Department of Health wishes to be able to implement many rehabilitation activities for disabled children in particular and people with disabilities in general. Although, the Ministry of Health has meetings and guiding documents, however, when implementing in the locality, there are still many limitations due to the lack of funds for implementation, the development of the program requires accompanying funding sources.
 

1. Policy on educational programs for children with disabilities

The interview results show that the People's Committees of districts, towns and cities always pay attention to and create conditions for PWDs to access educational services, mobilize and receive students with disabilities to participate in inclusive education. Schools and teachers always create the most favorable conditions for children's learning; create regular relationships with families to coordinate the care and education of children, as well as create conditions to encourage children with disabilities to participate in learning and training.
The policies of tuition fee exemption and reduction, support for learning expenses for students with disabilities are implemented in a timely, complete and correct manner by schools. Most school-age children with disabilities who are able to go to school and have learning needs are facilitated to go to school.
However, in reality, the school system, classrooms, and teaching equipment exclusively for PWDs have not yet met the learning needs of PWDs, especially, specific teaching materials and equipment for students with disabilities. It is difficult to increase educational access opportunities for PWDs. Prioritizing the arrangement of positions, subjects and study time for children with disabilities to integrate in some schools has not been paid attention; there is no funding to implement regimes and policies for teachers who teach children with disabilities in the form of inclusive education.
 

1. Situation of inclusive education in Quang Binh province and 5 project communes
   1. Situation of inclusive education

According to the representative of Quang Binh Department of Education: Currently, 100% of children with disabilities in the province are facilitated to go to school. At the center of the province, there are 282 children in special schools at primary level, the total number of students with disabilities participating in inclusive education in Quang Binh province is 1,736 students, of which the number of children studying in the school is inclusive. lower secondary school is 907. The province currently has only 3 specialized schools divided into 3 representative regions of the province: Dong Hoi city center for raising disabled children; Education Center for Children with Disabilities in Quang Trach District and Education Center for Disabled Children in Le Thuy District. Students with disabilities at these specialized educational institutions are mainly in two forms: hearing and speaking disabilities and intellectual disabilities. Basically, special education institutions also face some difficulties in terms of physical facilities similar to those of inclusive education institutions in the province.
Currently, policies on inclusive education and special education in the province are implemented in accordance with guiding documents of the state such as the Law on Persons with Disabilities, the document of the Ministry of Education on inclusive and comprehensive education. specialized.
Children learning to integrate are entitled to allowances for school supplies, and the integration class has convenient facilities for children with disabilities. In order to realize the state's policies, all levels of education have guidelines for the school year's tasks with a separate section for children with disabilities, the General Education Department develops documents for students with disabilities, especially teachers. inclusive education for students with disabilities and teachers. Although, the state has a regime and policy for teachers to teach inclusive education, however, not all localities have enough conditions to implement this policy.
The inclusive education program at the primary level has been increasingly positive in the past 6 years. Initially, many teachers did not understand about inclusive education and how to work with children with disabilities. However, after having training programs from social organizations and units, the teachers now have a good understanding of inclusive education, mobilize children with disabilities to class, observe the students students, there are assessment tests to identify students' difficulties, the Department of Education also trains teachers on how to manage students, building records of managing students with disabilities (personal plan, proof). Teachers and schools have paid more attention to inclusive education of children with disabilities, not only focusing on knowledge but also paying attention to social skills, creating opportunities for students with disabilities to access the environment. The most modern education, depending on the unit, the level will be different. During the teaching process, teachers have adjusted the teaching goals to suit students, including students with and without disabilities.
 

1. Knowledge of teachers and school staff on inclusive education

The teacher's qualifications in inclusive education for children with disabilities is an important key to helping children with disabilities confidently go to school and receive support appropriate to their own learning needs, promoting children's development. self and remove self-deprecating barriers.
 

According to the survey results from Figure 3.3, it shows that up to 74% of teachers and school staff have not been trained or attended training courses on education and inclusive teaching for children with disabilities, only 26% of them 19 respondents reported having received or participated in training in inclusive education. The training contents include: Vietnam Law on People with Disabilities, the regimes and policies of children with disabilities, recommendation documents, government decrees for people with disabilities, education classes for children with disabilities. harmonization training, support for people with disabilities (rights and legal support for people with disabilities), project on supporting people with disabilities for the period 2012-2020, training on inclusive education for children with disabilities at school elementary. From the research results, it can be seen that the understanding of teachers and school staff about inclusive teaching for children with disabilities is still limited, which is also one of the factors that cause difficulties when children with disabilities participate in the teaching and learning process. integration learning.
Level of understanding of legal documents related to inclusive education of children with disabilities
When asked about their understanding of legal documents related to inclusive education for children with disabilities, nearly 60%-80% of school officials and teachers said that they only have a little understanding of these documents. legal documents related to people with disabilities in general and inclusive education for children with disabilities in particular, the percentage of officials and teachers who fully understand legal documents accounts for 5% to 20%; Most notably, the percentage of children with disabilities who do not know about legal documents related to inclusive education ranges from 15% to 30%. (Table 12).
Going into each survey result on the level of understanding of legal documents related to inclusive education of children with disabilities, specifically as follows:
Regarding the Law on People with Disabilities in Vietnam, 16% of school officials and teachers fully understand the content, 68% only have a little understanding and 16% are completely unaware of the content of this document.
In the project to support People with Disabilities in the period 2012-2020, up to 32% of staff and teachers do not know about the content of the text, 58% have a little understanding and 10% have a full understanding of the content of the above text. .
The project to support People with Disabilities for the period 2021-2030 has 58% of respondents knowing only a little about the text content, 37% not knowing at all, and 4% having full understanding.
Regarding Decree No. 28/2012 detailing and guiding the implementation of a number of articles of the Law on Persons with Disabilities , 58% of the respondents only have a little understanding of the content of the text, 10% have a full understanding of the text. enough and 32% did not know at all.
Regarding the Joint Circular No. 42/2013 on regulations on education policy for people with disabilities , up to 74% of respondents only have a little understanding of the content of the text, 21% have a full understanding and 5% totally don't know.
Circular No. 16/2017/TT-BGDĐT in 2017 on the list of job positions in high schools, with 26% of respondents fully understanding the text, 63% understanding a little and 11% not at all. know about the content of the text above.
Finally, for the documents guiding the implementation of the annual task of educating children with disabilities of the Ministry of Education and Training , 79% of the respondents only have a little understanding of the content of the text, 16% have a full understanding of the content. enough and 5% don't know at all.
From the above specific results, it can be seen that this is a huge obstacle in the process of receiving and educating children with disabilities under the inclusive learning program. When school officials and teachers do not understand the legal documents related to inclusive education of children with disabilities , it will inadvertently create limitations as well as difficulties for children with disabilities when participating in educational programs. integration.
 
Table 12. Level of understanding of legal documents related to inclusive education of children with disabilities

Text content	Full understanding	A little understanding	don't know
Disability Law	16%	68%	16%
Project to support People with Disabilities in the period 2012-2020	ten%	58%	32%
Project to support People with Disabilities in the period of 2021-2030	5%	58%	37%
Decree No. 28/2012 Detailing and guiding the implementation of a number of articles of the Law on Persons with Disabilities	ten%	58%	32%
Joint Circular No. 42/2013 stipulating policies on education for people with disabilities	21%	74%	5%
Circular No. 16/2017/TT-BGDDT 2017 on the list of job positions in high schools	26%	63%	11%
Documents guiding the implementation of the annual task of educating children with disabilities of the Ministry of Education and Training	16%	79%	5%

 

1. Difficulties of children when learning inclusive education

The survey results recognize the difficulties of children when learning inclusive education as follows:
- At special schools, which do not have their own educational program but are still using the general program of the Ministry of Education, teachers have to adjust themselves, leading to a lack of synchronization in the curriculum. Facilities, especially facilities for early detection and early intervention, are still lacking.
- School facilities are not synchronized, many schools do not have an accessible learning environment (with ramps for wheelchairs, classrooms are arranged on the ground floor with convenient toilets, etc.)
- The number of teachers with knowledge and skills to teach children with disabilities is small.
- Although the school has programs to support learning tools for students, there are still not many programs to reduce or exempt tuition fees and support scholarships.
- Parents and children without disabilities do not have a clear understanding of children with disabilities, and are skeptical and stigmatize children with disabilities studying at inclusive schools.
- According to survey data, when children with disabilities were asked about difficulties in participating in inclusive learning at school, there were 39 responses. In which, the difficulties that most children with disabilities face are: Not being exempted from subjects that they cannot learn (for example, physical education) (accounting for 28.2%); The school has many steps but no wheelchair access (accounting for 23.1%); The school does not have toilets for students with disabilities (20.5%) and some other difficulties such as: Teachers do not know how to support/teach children with disabilities (7.7%), isolated from classroom activities (7.7%), transportation is not convenient (7.7%) and 5.1% of children (2 responses) believe that there is no difficulty in attending school. Thus, it can be seen that local authorities and schools are always trying to create favorable conditions for children with disabilities to participate in learning and integrate with non-disabled peers, but in reality, children with disabilities still face many difficulties. Most of these difficulties focus on children's access to school facilities. (Chart 4)
 

1. Request:

The survey results show that from the difficulties that children with disabilities face when attending school, the children themselves and their parents have some recommendations focusing mainly on specific issues as follows:
For children with disabilities themselves, out of 93 responses, there were 26 responses wishing to receive scholarships, tuition fee exemptions and reductions (28%); 20 responses to recommendations on training/retraining teachers on knowledge and skills to teach children with disabilities, modifying programs and teaching methods (21.5%); 19 requests to share information/knowledge about disability for parents and children without disabilities in order to reduce stigma against children with disabilities (20.4%); 15 petitions needed to build/renovate toilets, wheelchair ramps convenient for students with disabilities (16.1%) and finally 13 petitions for Exemption of some subjects that are not suitable for school birth defects (14%). Thus, it can be seen that the greatest needs of children with disabilities in this study are scholarships, tuition fee exemptions and reductions, and the need to train teachers with knowledge and skills to teach children with disabilities. (Chart 5)

For parents of children with disabilities, there were 47 responses to the petition, of which the recommendations focused on 3 main issues: Local authorities need to pay more attention, create conditions and implement policies for children with disabilities. disabilities (23%), Training teachers with expertise, skills to support children with disabilities, sign language (19.1%); Awarding scholarships to children with disabilities, reducing tuition fees (14.9%). The remaining recommendations with equal responses (5 responses, equivalent to 10.6%) are Propaganda of PWD issues to the community, respectively. raise awareness and eliminate the stigma of children with disabilities; Supporting rehabilitation tools for children, providing wheelchairs; Support/improve roads and vehicles; Improve accessible/appropriate facilities for children with disabilities. (Chart 6)
 

Thus, it can be seen that the recommendations of children with disabilities and their parents are focused on strengthening local authorities' measures to care, support, and facilitate children with disabilities to access education. . In addition, it is necessary to promote the training of knowledge and skills for teachers to better support children with disabilities and finally to provide scholarships and tuition fee waivers for children with disabilities to increase their chances of going to school. children.
Recommendations from school officials and teachers
In order to contribute to overcoming current difficulties and create a better learning environment for children with disabilities, the survey results collected 73 recommendations from relevant school officials and teachers, including:
24.7% (18 turns) of respondents suggested sharing information/knowledge about disability with parents and children without disabilities in order to reduce stigma against children with disabilities. Recommendations Build/renovate toilets, wheelchair ramps convenient for students with disabilities and Train/retrain teachers in knowledge and skills to teach children with disabilities, modify programs and methods teaching methods for children with disabilities accounted for 23.3%. It is recommended to have a support person to go to school with children with severe disabilities, accounting for 12.3%. (Chart 7)
Thus, it can be seen that the school officials and teachers all want to eliminate stereotypes about children with disabilities against parents of children without disabilities, in addition to helping students with disabilities to continue their education. If you have access to education and have the opportunity to promote your strengths, it is necessary to renovate toilets and ramps for wheelchairs. The teachers themselves also want to be trained and fostered so that they can continue to better support children with disabilities in particular and all students in general.


 

1. Gender factor in assessing the status of access to education for children with disabilities

Table 13 : Gender factors in assessing the status of access to education for children with disabilities

Identify	Totally agree	Agree	Disagree	Totally disagree
Boys with disabilities should be given more access to school than girls with disabilities	0	1 (2.8%)	32 (88.9%)	3 (8.3%)
Children with disabilities, whether boys or girls, have the same right to go to school as children without disabilities	5 (13.9%)	28 (77.8%)	3 (8.3%)	0
It is not necessary for girls with disabilities to go to school	0	1 (2.8%)	35 (97.8%)	0

Table 13 shows that, up to 88.9% of respondents disagree with the statement that “Children with disabilities should be given more favorable conditions to go to school than girls with disabilities”, 77.8% said that “Children with disabilities whether boys or girls have the same right to go to school as children without disabilities” and 97.8% disagreed with the statement that “girls with disabilities do not need to go to school”. Thus, through the answers, it can be seen that there is no gender inequality in education for children with disabilities, and children with disabilities, whether male or female, are given equal opportunities to access education.
 

6. Summary of research results:

- Regarding the determination of disability level: The percentage of children with a recognized disability level is quite high, accounting for 85%. The percentage of children with disabilities who were granted a certificate of disability was 84%. Difficulties faced by children with disabilities when determining disability levels include being far away from home and having difficult travel conditions (most of them), cumbersome and complicated administrative procedures; no guide. The team is not professionally trained and part-time, so there are still many shortcomings in the work of identifying disability levels, early detection, early intervention and rehabilitation of children with disabilities in the locality.
- Regarding early detection and early intervention for children with disabilities: Most respondents do not know that there is an early detection and early intervention program for children with disabilities in their locality, or think that there is no early detection program, early intervention for children with disabilities in the locality. Health workers all believe that early detection and early intervention for children with disabilities is very necessary. However, the level of awareness about the situation of children with disabilities being detected early and early intervention is different. The professional team is still limited and part-time, so there are many shortcomings in the identification of disability levels, early detection, early intervention and rehabilitation of children with disabilities in the locality.
- Regarding inclusive education for children with disabilities: the local government has many policies to support children with disabilities and schools, but in reality, children with disabilities participating in inclusive education still face many difficulties: Public facilities at the school are not yet accessible to children (toilets, three levels, no wheelchair ramps...). Besides, the professional qualifications and skills of teaching disabled children of teachers and school staff are still limited; Non-disabled peers have stigma that makes it difficult for children with disabilities to access education and psychological problems that make it difficult for children to integrate with non-disabled peers.
- For recommendations of parents and children with disabilities: the recommendations of children with disabilities and parents are focused on enhancing measures to care, support and facilitate children with disabilities to access education. education of local government. In addition, it is necessary to promote the training of knowledge and skills for teachers to better support children with disabilities and finally to provide scholarships and tuition fee waivers for children with disabilities to increase their chances of going to school. children. In addition, building an accessible educational environment (with toilets, wheelchair ramps, appropriate teaching methods...) and raising awareness for parents and children without disabilities, eliminating stigma is also important. It is very necessary to help children with disabilities participate in learning to integrate better.
- Recommendations of school officials and teachers all want to eliminate stereotypes about children with disabilities against parents of children without disabilities, in addition to helping students with disabilities easily access education and training. If you have the opportunity to promote your strengths, it is necessary to renovate toilets and ramps for wheelchairs. The teachers themselves also want to be trained and fostered so that they can continue to better support children with disabilities in particular and all students in general.
 

7. Conclusion and some recommendations:

After monitoring /assessing the status of access to education for children with disabilities, especially inclusive education of children with disabilities in disadvantaged areas, ethnic minority areas in Quang Binh province under the project "Promoting the implementation of children's rights, especially children with disabilities in education in disadvantaged, mountainous and ethnic minority areas" In Quang Binh province , the survey team made some recommendations as follows:
Regarding the determination of disability levels : The local levels continue to maintain and expand the percentage of children with disabilities with disabilities; simplify administrative procedures to facilitate children's disability level determination, implement programs to support children's disability determination at home (for cases with difficult travel conditions). difficult, children with disabilities in remote areas); implementing training plans or professional training for the team performing the work of determining the degree of disability for children with disabilities; increase the quantity and quality of the team working on disability determination, avoiding too much concurrently.
Regarding early detection and early intervention of children with disabilities : Local levels, programs and projects need to strengthen communication activities to raise awareness for families of children with disabilities and people about the importance of development. early detection and early intervention for children with disabilities. Local programs and projects need to strengthen the introduction and dissemination of early detection and early intervention program activities; plan and conduct capacity building training activities for professional staff.
On inclusive education for children with disabilities : Local levels continue to maintain policies to support and promote inclusive education for children with disabilities; focus on and plan to improve the accessibility environment and facilities at educational institutions to reduce barriers for children with disabilities; strengthen communication activities to change the awareness of people and families of children with and without disabilities about the importance of inclusive education in order to reduce stigma and discrimination against children with disabilities and families with children with disabilities; strengthen training and retraining activities for teachers on disability issues, inclusive education, create appropriate conditions, psychology and teaching methods for children with disabilities. Inclusive education institutions need professional staff to assess children's needs, abilities and difficulties in order to have appropriate solutions and support methods to create favorable conditions for children with disabilities to participate in inclusive learning. Enter the best way.
In addition, the research team also made a number of other recommendations to enhance the education and inclusion of children with disabilities in the locality as follows:

• At centers for raising children with disabilities:

+ Currently, the number of students is large, so the quality at the centers for raising children with disabilities is not of high quality, so it is necessary to re-regulate the number of students per class.
+ Reduce the number of lessons and increase the number of teachers in the disability center.
+ Increase the number of people serving at educational centers for children with disabilities, currently 1 person serves 56 children.
+ Continue to maintain the regime of supporting teachers to teach children with disabilities and integrate children.

• At inclusive schools:

+ Provide wheelchairs and assistive devices for children with disabilities to go to school
+ Build ramps for wheelchairs to easily move
+ Training/retraining teachers on knowledge and skills to teach children with disabilities
+ Reduce or waive tuition fees, support scholarships
+ Agree to have someone to support going to school with children with severe disabilities
+ Share disability information/knowledge for parents and children without disabilities to reduce stigma against children with disabilities
+ Build/renovate convenient toilets for students with disabilities
+ Exemption of some subjects that are not suitable for students with disabilities
+ The State has regimes and policies for schools and teachers when implementing inclusive education for children with disabilities
+ The locality supports the construction of classrooms, rehabilitation rooms, and supports students with disabilities
+ Support or have allowances for teachers teaching disabled children
+ Localities need to build a fund for children with disabilities to support and motivate children in learning
+ Build a green, clean and beautiful play area for children
+ Should build more classrooms for disabled children
+ Develop a separate lesson plan for children with disabilities, in line with the reality of school personnel and the general goals of the industry
+ Proposing the state to raise allowances for people with disabilities and caregivers of people with disabilities
+ Increase the opening of training courses for teachers and support staff to teach children with disabilities
+ It is necessary to have funds for the construction and purchase of facilities for inclusive teaching and learning for children with disabilities.
- For local:
+ Localities need to build cultural and sports centers for people with disabilities, care and rehabilitation centers to help disabled people have regular access to sports activities. for people with disabilities
+ Propagate and mobilize families with students with disabilities to understand so that their children can attend classes at centers for children with disabilities.
+ Each commune in the area should have a separate facility to support people with disabilities in rehabilitation, creating conditions for families of people with disabilities to have more opportunities to support their children in rehabilitation.
+ Establish a disability association and develop a strong association so that they can say what they say and want to do and ensure the rights of people with disabilities in the association.