A SYSTEMS APPROACH TO INCLUSIVE EDUCATION FOR STUDENTS WITH DISABILITIES IN HIGHER EDUCATION: A DOCUMENTARY STUDY IN THE VIETNAMESE CONTEXT
DOI:
https://doi.org/10.59266/houjs.2026.1467Keywords:
inclusive education, students with disabilities, higher education, systems approach, VietnamAbstract
Inclusive education is central to educational equity and disability rights, yet implementing it in higher education requires attention to institutional arrangements and individual support. This qualitative documentary study examines Vietnamese legislation, international frameworks, and selected scholarship through five interrelated components: systems, support, cultural change, partnerships, and monitoring. The reviewed sources establish a legal basis for access while providing limited evidence to assess how consistently universities implement inclusive teaching, support, and accountability. The five-component framework therefore serves as an interpretive tool and a guide for institutional inquiry, rather than a nationwide diagnosis. The paper proposes policy implications for strengthening inclusive higher education in Vietnam, with broader relevance for countries seeking to move from fragmented disability support toward institution-wide inclusion.
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