Inclusive Education in Vietnam: A Philosophical and Policy Analysis from a Human Rights Perspective

Abstract

Inclusive education has expanded in Vietnam, yet gaps persist between policy commitments and implementation. This qualitative study combines normative philosophical analysis with policy analysis of key legal and institutional frameworks on education and disability. The findings show a sustained tension between a welfare-oriented model that treats inclusion as support and a rights-based model that frames it as a binding state obligation. This tension contributes to fragmented policy instruments, weak accountability, and uneven school-level provision. The article proposes an integrated framework that connects welfare and rights through social justice, equality, and human dignity, and uses it to derive policy implications. It argues for operationalizing inclusive education as an enforceable right through measurable standards for accessibility, reasonable accommodation, and learning support, alongside stronger monitoring focused on participation and learning progress.