From 14–16 August, with financial support from the Global Disability Fund, UNDP collaborated with Can Tho Department of Education and Training and Viet Nam Blind Association to conduct a three-day training on inclusive education. The training aimed to help education leaders turn the principle of inclusion into practical changes in classrooms and schools.

As Dr. Ta Ngoc Tri, Deputy Director General of the General Education Department and Standing Deputy Head of the Steering Committee on Education for Children with Disabilities and Disadvantages, emphasised, “Genuine inclusion means creating schools where children with disabilities are welcomed, supported and enabled to learn and develop their full potential, not simply admitted to school. Our policy message is clear: Inclusive education is a ‘right thing to do’, not only ’a nice thing to do’ for students with disabilities.”

Asking the correct question: From “Can we include this child?” to “How to make inclusion work?”

The training equipped education leaders to look beyond individual impairments and identify the barriers within the school environment that may prevent children from participating fully in learning. These include physical, informational, attitudinal, teaching and institutional barriers.

The discussions shifted the focus from “what the child cannot do” to “what the school can change” to meet diverse learning needs. Practical measures discussed included developing individual education plans, seeking support from inclusive education resource centers, allocating local budget to provide special learning materials, and adapting teaching methods for students with mild intellectual disabilities and autism.

Inclusion backed by concrete action in Can Tho

Mr. Vo Hong Lam, Vice Director of the Can Tho Department of Education and Training, reaffirmed the strong commitment of the municipal authorities to supporting students with disabilities.

The Can Tho Municipal People’s Council has adopted Resolution 46/2026/NQ-HĐND, providing VND 1.3 million per student with disabilities each month to cover meal costs. Such measures demonstrate their fundamental investment in an equitable education system where every child has the opportunity to learn, participate and realize their dreams.

From training to transformation
The training contributes directly to SDG 4 – Quality Education: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” It also advances Article 24 – Education of the Convention on the Rights of Persons with Disabilities (CRPD), which recognises the right of persons with disabilities to education without discrimination and requires States to ensure an inclusive education system at all levels, including appropriate support and reasonable accommodation. 

The next step is to turn the training into action. Mainstream school leaders are expected to work with Can Tho Special School to pilot peer counselling for parents whose children with disabilities are entering Grade 1 in the coming school year. They will also apply the knowledge and approaches gained through the training to strengthen inclusion in their own schools.

Because a truly inclusive school is not one that simply opens its doors to all students.
It is one that changes to embrace diversity once those doors open.