Attitudes among Vietnamese Educators towards Students with Disabilities and Their Implications Relative to Inclusive Practices: The Findings of a Preliminary Investigation

Autor/in	Austin, Vance L.
Titel	Attitudes among Vietnamese Educators towards Students with Disabilities and Their Implications Relative to Inclusive Practices: The Findings of a Preliminary Investigation
Quelle	In: Journal of the American Academy of Special Education Professionals, (2011), S.5-17 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-7466
Schlagwörter	Foreign Countries; Teacher Attitudes; Disabilities; Attitudes toward Disabilities; Inclusion; Special Education; Comparative Analysis; Cross Cultural Studies; Cultural Differences; College Faculty; Teacher Educators; Qualitative Research; Statistical Analysis; Attitude Measures; Teacher Surveys; Interviews; Vietnam; Asia; United States; Attitudes Toward Disabled Persons Scale + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Handicap; Behinderung; Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Fakultät; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Statistische Analyse; Interviewing; Interviewtechnik; Asien; USA
Abstract	This article presents the findings of a short-term quantitative/qualitative study concerning the attitudes of Vietnamese educators towards individuals with disabilities and its possible implications relative to the development of inclusion and special education in Vietnam. The current conditions regarding the education of students with and without disabilities in Vietnam are compared with that of other South Asian countries as well as the United States. The purpose of this study was to identify prevailing attitudes of both school teachers and college teacher educators towards students with disabilities. This was seen as a preliminary step in identifying their predisposition towards the practical implementation of inclusion, which is currently a key national initiative. The implications of this cursory investigation presents a challenge for researchers to find a way to bridge the gap between well-established traditions and best practices in special education in emerging postmodern industrialized countries like Vietnam. (As Provided).
Anmerkungen	American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01