What the study found
Vietnamese teachers in this study often understood inclusive education through a binary distinction between “normal” and “abnormal” rather than as student diversity. They also showed limited confidence in inclusive education for students with special educational needs and in those students’ progress in mainstream schools.
Why the authors say this matters
The authors conclude that inclusive education in Vietnam may require practical pedagogical support along with reflexivity-oriented professional training, so teachers can examine their beliefs and teach more effectively. They also say stronger cooperation among teachers, administrators, and other stakeholders is needed to support inclusive education.
What the researchers tested
The study proposed a reflexivity cycle model to help educators reflect on their goals and teaching practices. The researchers used in-depth interviews with nine teachers from public and private primary schools in Hanoi, Vietnam, and analyzed the qualitative data using qualitative content analysis from a constructivist interpretive stance.
What worked and what didn't
Teachers identified building a fair and disciplined educational environment, along with mutual understanding, communication, and trust inside and outside the classroom, as their main strategies for promoting inclusive education. However, the study found a disconnect between national education policy and teachers’ actual practices, which the abstract links largely to a lack of training and limited involvement from school administrators.
What to keep in mind
The study is based on interviews with nine teachers in primary schools in Hanoi, so its scope is limited. The abstract does not describe other limitations beyond this small, location-specific sample.
Key points
- Teachers often framed inclusive education as a divide between “normal” and “abnormal” students.
- The study reports limited faith in inclusive education for students with special educational needs.
- Teachers said fairness, discipline, communication, and trust were key strategies for inclusion.
- The abstract describes a gap between national policy and classroom practice.
- The authors link this gap to limited training and little administrator involvement.
Disclosure
- Research title:
- Vietnamese teachers often viewed inclusive education through a binary lens
- Authors:
- Tú Anh Hà
- Institutions:
- FPT University, University of Córdoba, Cordoba University
- Publication date:
- 2026-02-18
- OpenAlex record:
- View
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