In March 2026, we conducted a survey of 5 preschools and 7 elementary schools
in 5 wards/communes of Ca Mau Province. During the survey, we interviewed
core teachers, principals or vice-principals of the schools, and local
education officials. In other working rooms, experts from Asia Rainbow
conducted interviews with students, parents, and homeroom teachers.
Inclusive classroom at Mang Non Kindergarten – Bac Lieu Ward – Ca Mau Province
Inclusive classroom at Tran Phu Elementary School – Bac Lieu Ward – Ca
Mau Province
Inclusive classroom at Phan Dinh Phung Elementary School – Hoa Binh Commune
– Ca Mau Province
Counseling for students at Tran Phu Elementary School – Bac Lieu Ward –
Ca Mau Province
Counseling for students at Mai Thanh Thế Primary & Secondary School
– Vinh Loi Commune – Ca Mau Province
Counseling for parents at Tran Phu Elementary School – Bac Lieu Ward – Ca Mau Province
Counseling for homeroom teachers at Mai Thanh Thế Primary & Secondary School – Vinh Loi Commune – Ca Mau Province
Results after training (stories heard from the principals) ＊IEPs（Individual Education Plan)
• There are 6 students with disabilities at this kindergarten. After participating
in the training, all teachers created IEPs. Because of the IEPs, the students
have made progress. For example, there are students who previously did
not say anything but now know how to speak along with the teacher, or those
who previously had no friends but now have friends to play with, or those
who previously never participated in group activities but are now participating.
Other students in the class no longer maintain a distance from the students
with disabilities after being thoroughly explained to by the teachers.
• Before participating in the training, the teachers thought that students
with disabilities were just like other students. After being trained, the
way they teach has changed from before. They have sought support from parents.
They explain things so that parents can teach their children at home. Therefore,
the learning of students with disabilities has improved. Teachers sometimes
teach directly 1-on-1 with students with disabilities. Teachers have established
IEPs and appropriate teaching plans for students with disabilities.
• After being trained, all teachers at the school create IEPs, so the students
have made progress. They have started to enjoy coming to school, like studying,
and have more friends, so they are very happy.
• For training at the school, all teachers participate. In this training
session, teachers learned how to create IEPs, and currently, 4 teachers
are establishing IEPs. These IEPs are updated every month. After participating
in the training, the teachers have become more gentle and more attentive
in teaching students with disabilities.
• Before the teacher participated in the training, the student with a disability
did not talk to other classmates, but after the teacher returned from the
training to teach, this student has known how to play with friends. The
student's learning is also more suitable for their ability, so the student
has made progress. Parents of other students support inclusive education.
• After being trained, teachers have known how to make IEPs. Students have
made progress in their studies. Previously, teachers thought that students
with disabilities were just like other students.
• After being trained, teachers have known how to make IEPs, so students
with disabilities who previously did not speak and were always alone have
gradually become more active, talking, and making friends with others.
• After being trained, the homeroom teacher established an IEP. The result
is that the student with a disability has trusted the teacher, become more
confident, more active, and their learning has also improved. Previously,
this student only sat quietly in the class. The teacher is very happy with
this result. The teacher's workload has increased, but the teacher is very
motivated to work.
• These 3 teachers participated in a 2-day local training session, so their
teaching methods have undergone many changes. They have taught according
to the students' abilities, and the teaching style has also become much
more flexible.
• After being trained, the teacher established an IEP. This task takes
a bit of time, but thanks to the IEP, teaching has become smoother. Students
with visual impairments and ADHD have made progress in learning. Because
of the IEP, their Vietnamese language subject is almost at the same level
as their classmates.