ベトナムにおけるインクルーシブ教育の受容－ホアニャップ教育の展開に焦点をあてて－

Abstract

Since the Salamanca Statement was adopted in 1994, Inclusive Education has become one of the signatures of the Education for All (EFA) movement. The concept of Inclusive Education is derived from international philosophy, but there has been little research analyzing the success of Inclusive Education in the domestic policy arena. This case study investigates the results of Inclusive Education implementation in the national strategy known as Hoa Nhap Education in Vietnam. This study focuses on the concept of inclusive education and its utilization of community resources. One result has been the mixed concept of integration and inclusion in Hoa Nhap Education. The inclusive educational environment has helped to secure educational rights for children with disabilities. The utilization of community resources is oriented toward voluntary community involvement, which is ideal for international agencies. However, the Hoa Nhap Education system impels local communities to become involved through education socialization. In conclusion, Vietnamese education has come to be based on the concept of individual rights. The national policy is oriented toward leveling the educational environment by sharing resources. This trend toward the protection of individual rights has penetrated the established rationale of controlled autonomy as a form of Vietnamese socialist egalitarianism.