The lack of specialised teachers is the biggest hurdle for the integration of disabled children into pre-school education, according to participants at a seminar.
Most delegates from 15 Education and Training Departments, who have benefited from a project regarding the integration of disabled children into pre-schools, shared the same opinion at the seminar in Hanoi on Aug. 20 to sum up the project’s three years of implementation.
While there are not many children with disabilities in localities, they suffer from a wide variety of types of defects, delegates explained. Having only one teacher running a single class with so many disparate needs makes it difficult for them to properly care for all the disabled pupils.
The project is being implemented between April 2006-September 2009 under the support of Catholic Relief Services (CRS), aimed at assisting disabled children in Vietnam to integrate into schools.
It also offers services for community integration and career training, as well as building human resources capable of carrying out the goals of the project.
Thanks to the project, 14,872 disabled children have been mainstreamed into public schools as of the end of the 2008-2009 school year./.
Most delegates from 15 Education and Training Departments, who have benefited from a project regarding the integration of disabled children into pre-schools, shared the same opinion at the seminar in Hanoi on Aug. 20 to sum up the project’s three years of implementation.
While there are not many children with disabilities in localities, they suffer from a wide variety of types of defects, delegates explained. Having only one teacher running a single class with so many disparate needs makes it difficult for them to properly care for all the disabled pupils.
The project is being implemented between April 2006-September 2009 under the support of Catholic Relief Services (CRS), aimed at assisting disabled children in Vietnam to integrate into schools.
It also offers services for community integration and career training, as well as building human resources capable of carrying out the goals of the project.
Thanks to the project, 14,872 disabled children have been mainstreamed into public schools as of the end of the 2008-2009 school year./.
