The Current Situation of Early Educational  Intervention for Children with Disabilities in  Non-public Special Education Centers Under a  Participatory Approach

Vu Thi Thanh Nga

Vu Thi Thanh Nga	vttnga@daihocthudo.edu.vn	Hanoi Metropolitan University (Vietnam)

Summary:

This article analyses the current state of early educational intervention for children with disabilities at private special education centres using a participatory approach. The study was conducted at 18 centres in 5 provinces representing different regions of the country, employing a combination of questionnaire surveys, in-depth interviews, and observation. The results show that the centres have established relatively complete procedures for diagnosis, planning, and intervention implementation; however, parental involvement is limited, the level of personalization in plans is not high, coordination between families and centres is inconsistent, and post-intervention monitoring is not standardized. Based on this, the article proposes specific solutions to enhance stakeholder participation, improve family-school coordination, and refine post-intervention evaluation mechanisms, contributing to increased effectiveness and sustainability of early childhood education interventions in private institutions in Vietnam.

View file

Keywords:

Early educational intervention; management; participatory approach; children with disabilities; non-public special education centres

Refers:

[1] Arnstein, S. R. (1969). A ladder of citizen participation. Journal of the American Institute of Planners, 35(4), 216–224.

[2] European Agency for Development in Special Needs Education. (2005). Early childhood intervention: Analysis of situations in Europe – Key aspects and recommendations.

[3] Guralnick, M. J. (2005). An overview of the developmental systems model for early intervention. In M. J. Guralnick (Ed.), The developmental systems approach to early intervention (pp. 3–28). Paul H. Brookes Publishing.

[4] Guralnick, M. J. (2011). Why early intervention works: A systems perspective. Infants & Young Children, 24 (1), 6–28.

[5] Individuals with Disabilities Education Improvement Act of 2004. (2004). Public Law No. 108–446. U.S. Government Printing Office.

[6] Nguyen, T. Q. S., Hoang, T. N., Nguyen, T. K. H., Pham, T. T. H., & Tran, V. C. (2017). Operational standards for autism intervention centres: An international comparative study and recommendations for Vietnam. HNUE Journal of Science: Educational Sciences, 62(9AB), 179–189. https://doi. org/10.18173/2354-1075.2017-0118

[7] Ponte, J., Cardama, J., Arlanzón, J. L., Belda, J. C., González, T. and Vived, E. (2004). Early intervention standards guide. Asociación Galega de Atención Temperá / IMSERSO.

[8] Rogers, S. J. and Vismara, L. A. (2008). Evidence-based comprehensive treatments for early autism. Journal of Clinical Child & Adolescent Psychology, 37(1), 8–38.

[9] Tran, C. V., & Weiss, B. (2018). Characteristics of agencies providing support services for children with autism spectrum disorders in Vietnam. International Journal of Social Science and Humanity, 8(4), 116–121.

[10] UNICEF. (2013). The state of the world’s children 2013: Children with disabilities. UNICEF.

[11] Vu, H. S., Whittaker, A., Whittaker, M., and Rodger, S. (2014). Living with autism spectrum disorder in Hanoi, Vietnam. Social Science & Medicine, 120, 278–285.

[12] Woods, J. J. and Wetherby, A. M. (2003). Early identification of and intervention for infants and toddlers who are at risk for autism spectrum disorder. Language, Speech, and Hearing Services in Schools, 34 (3), 180–193.

Journal:

Volume. 22 - issue 1 / 2026

VIETNAM JOURNAL OF EDUCATIONAL SCIENCES

The Current Situation of Early Educational Intervention for Children with Disabilities in Non-public Special Education Centers Under a Participatory Approach