Managing the objectives of inclusive teaching for primary school children with disabilities

Abstract

This study investigates the management of inclusive teaching and learning activities for children with disabilities in primary schools across the South Central region. The study’s comprehensive approach involves administrators, teachers, and parents as key stakeholders, providing a holistic understanding of the current state of inclusive practices. Utilizing a cross-sectional survey design, data was collected from December 2020 to August 2021. A total of 30 primary schools were selected from Da Nang City, Phu Yen Province, and Ninh Thuan Province. The participants included 60 administrators, 300 teachers, and 30 parents. A tailored questionnaire was administered to each group, addressing aspects such as goals, content, methods, evaluation, facilities, policies, and coordination. Quantitative data were processed using statistical analysis, calculating mean scores and percentages to assess performance and efficiency levels within each dimension. The results were presented in tables, highlighting the alignment or disparity between performance and efficiency. The findings shed light on the current landscape of inclusive education practices. While certain dimensions demonstrate harmonious alignment between performance and efficiency, others reveal opportunities for optimization. The study underscores the vital role of administrators, teachers, and parents in shaping inclusive education. By addressing the diverse dimensions of management, the research offers valuable insights to policymakers, educators, and stakeholders involved in fostering inclusive teaching environments for children with disabilities. The research provides empirical evidence to guide improvements in the implementation of inclusive teaching and learning activities, ultimately enhancing the educational experiences of children with disabilities.