Inclusive Education: Enhancing Social Integration and Academic Achievement for Students With and Without Learning Disabilities Aged 5 to 14
Main Article Content
Abstract
Inclusive education is recognized as essential for fostering the holistic development of children, irrespective of their abilities or limitations. This paper examines the effects of inclusive education on students with learning disabilities (SWLD) and students without learning disabilities (SWOLD) in Southern Vietnam, focusing on its impact on social integration and academic achievement. The study employs a mixed-methods research design, combining qualitative interviews with educators and quantitative analysis of student performance data. There are 487 participants, consisting of 132 SWLD and 355 SWOLD. These participants were drawn from inclusive and non-inclusive schools across various educational levels in southern Vietnam. Results indicate that inclusive practices significantly enhance social integration, empathy, and understanding among students. For SWLD, inclusive education leads to improved academic outcomes, particularly in the early education stages, while SWOLD reports favourable or neutral effects on academic achievements. However, at the secondary education level, the impact tends to be neutral or adverse for SWOLD. The research also identifies challenges in Southern Vietnam, including insufficient funding, inadequate teacher training and limited policy support, which hinder the effective implementation of inclusive education. Addressing these barriers is crucial for creating an equitable learning environment for all students in Vietnam.
Keywords:
Inclusive education, students with disabilities, social integration, academic achievement, empathy.
References
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[24] A. Parveen, T. Qounsar, Inclusive Education and the Challenges, National Journal of Multidisciplinary Research and Development, Vol. 3, No. 2, 2018, pp. 64-68.
[25] A. Kart, M. Kart, Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature, Education Sciences, Vol. 11, No. 1, 2021.
[26] C. Blazer, Review of the Research on Inclusive Classrooms: Academic and Social Outcomes for Students with and Without Disabilities; Best Practices; and Parents’ Perceptions of Benefits and Risks, Miami-Dade County Public Schools Information Capsule, 1701, Retrieved from Ebscohost Database, 2017.
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[28] M. J. Jardinez, L. R. Natividad, The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom, Shanlax International Journal of Education, Vol. 12, No. 2, 2024, pp. 57-65.
[2] N. Humphrey, W. Symes, The Deployment, Training and Teacher Relationships of Teaching Assistants Supporting Pupils with Autistic Spectrum Disorders (ASD) in Mainstream Secondary Schools, British Journal of Special Education, Vol. 38, No. 2, 2011, pp. 57-64.
[3] National Joint Committee on Learning Disabilities (NJCLD), Learning Disabilities Issues on Definition: Collective Perspective on Issues Affecting Learning Disabilities, PRO-ED, 2013.
[4] J. Mader, How Teacher Training Hinders Special-Needs Students, The Atlantic, March 1, 2017,
http://www.theatlantic.com/education/archive/2017/03/how-teacher-training-hinders-special-needs-students/518286/, 2017 (accessed on: May 16th, 2024).
[5] UNESCO, Conclusions and Recommendations of the 48th Session of the International Conference on Education (ICE)., Geneva, Switzerland: IBE, 2008.
[6] R. S. Dessemontet, G. Bless, The Impact of Including Children with Intellectual Disability in General Education Classrooms on the Academic Achievement of Their Low-, Average-and
High-Achieving Peers, J. Intellect. Dev. Disabil., Vol. 38, 2024, pp. 23-30.
[7] K. Erickson, D. Koppenhaver, Children with Disabilities: Reading and Writing the Four-Blocks Way, Greensboro, NC: Carson-Dellosa, 2007, pp. 64-65.
[8] N. M. Ruijs, I. V, D. Veen, T. T. Peetsma, Inclusive Education and Students without Special Educational Needs, Educ. Res.Vol. 52, 2010, pp. 351-390.
[9] N. Humphrey, W. Symes, Inclusive Education for Pupils with Autistic Spectrum Disorders in Secondary Mainstream Schools: Teacher Attitudes, Experience and Knowledge, International Journal of Inclusive Education, (under review), 2011, pp. 1-15.
[10] K. Göransson, C. Nilholm, Conceptual Diversities and Empirical Shortcomings - A Critical Analysis of Research on Inclusive Education, European Journal of Special Needs Education Vol. 29,
No. 3, 2014, pp. 265-280.
[11] C. A. T. Ouattara, E. R. Okagbue, M. Y. Ali, A. A. Juma, O. J. A. Loum, Like other Children, They are Also Children, Societal Ostracism of Children with Disability: A Critical Ethnography of Service to Children with Disability, Their Parents and Monitors of a Psycho-medical School in Mali, Cogent Education, Vol. 10, No. 2, 2023.
[12] Linh, P. H. Tu, Azar, A. Sorayyei, A Comparative Study of the Inclusive Education Policy in Vietnam and Malaysia: Proposed Solutions for Sustainable Development Education in Vietnam, In: Education Quarterly Reviews, Vol. 2, No. 3, 2019, pp. 539-550.
[13] B. Chamberlain, C. Kasari, E. R. Fuller, Involvement or Isolation? The Social Networks of Children with Autism in Regular Classrooms, Journal of Autism and Development Disorders, Vol. 37, No. 2, pp. 230-242.
[14] S. Vaghrodia, H. Patel, Impact of Inclusion Education on Attitude and Social Interaction
of Students with and without Disabilities, International Journal of Scientific Research, Vol. 11, No. 2, 2022, pp. 50-51.
[15] D. N. T. Trang, N. V. Hung, N. M. Phuong, D. T. T. Thuy, Inclusive Education in the Current Context of Innovations of Education in Vietnam, Journal of Education for Sustainability and Diversity, Vol. 2, No. 2, 2023, pp. 228-251, https://doi.org/10.57142/jesd.v2i2.100.
[16] N. X. Hai, R. A. Villa, L. V. Tac, J. S. Thousand, P. M. Muc, Inclusion in Vietnam: More than a Quarter Century of Implementation, International Electronic Journal of Elementary Education, Vol. 12, No. 3, 2020, pp. 257-264.
[17] N. Ruijs, The Impact of Special Needs Students on Classmate Performance, Econ. Educ. Rev., Vol. 58, 2017, pp. 15-31.
[18] U. S. Jacob, A. N. Olisaemeka, Inclusive Education in the 21st Century: Parameters and Opportunities for Learners with Special Needs, European Scientific Journal, ESJ, Vol. 12, No. 10, 2016, pp. 188, https://doi.org/10.19044/esj.2016.v12n10p188.
[19] J. Lerner, Learning Disabilities: Theories, Diagnosis and Teaching Practices, Boston: Houghton Mifflin Company, 2003.
[20] Y. Rafferty, C. Boettcher, K. W. Griffin, Benefits and Risks of Reverse Inclusion for Preschoolers with and without Disabilities: Parents’ Perceptions, Journal of Early Intervention, Vol. 24, No. 4, 2001, pp. 266-286.
[21] P. J. Rea, V. L. McLaughlin, C. W. Thomas, Outcomes for Students with Learning Disabilities in Inclusive and Pullout Programs, Exceptional Children, Vol. 68, No. 2, 2002, pp. 203-223.
[22] E. M. Skaalvik, S. Skaalvik, Teacher Self-Efficacy and Perceived Autonomy: Relations with Teacher Engagement, Job Satisfaction, and Emotional Exhaustion, Psychological Reports, Vol. 114, 2014, pp. 68-77.
[23] R. S. Priya, Challenges and Benefits of Inclusive Education, Bonfring International Journal of Industrial Engineering and Management Science, Vol. 6, No. 4, 2016, pp. 191-193.
[24] A. Parveen, T. Qounsar, Inclusive Education and the Challenges, National Journal of Multidisciplinary Research and Development, Vol. 3, No. 2, 2018, pp. 64-68.
[25] A. Kart, M. Kart, Academic and Social Effects of Inclusion on Students without Disabilities: A Review of the Literature, Education Sciences, Vol. 11, No. 1, 2021.
[26] C. Blazer, Review of the Research on Inclusive Classrooms: Academic and Social Outcomes for Students with and Without Disabilities; Best Practices; and Parents’ Perceptions of Benefits and Risks, Miami-Dade County Public Schools Information Capsule, 1701, Retrieved from Ebscohost Database, 2017.
[27] S. Bishara, Humour, Motivation and Achievements in Mathematics in Students with Learning Disabilities, Cogent Education, Vol. 10, No. 1, 2023, https://doi.org/10.1080/2331186X.2022.2162694.
[28] M. J. Jardinez, L. R. Natividad, The Advantages and Challenges of Inclusive Education: Striving for Equity in the Classroom, Shanlax International Journal of Education, Vol. 12, No. 2, 2024, pp. 57-65.
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