Abstract : This article studies the current state of inclusive education for children with autism spectrum disorder (ASD) in several primary schools in Ho Chi Minh City. The research focuses on evaluating the level of inclusive education implementation, the awareness and competence of teachers, and the support available to students with ASD in the school environment. The results show that inclusive education has received attention and implementation, but some difficulties still exist, such as limitations in teachers’ expertise, lack of support resources, and ineffective coordination between schools and families. Therefore, this paper proposes several measures to improve the effectiveness of inclusive education for children with autism spectrum disorder in primary schools.
Doan et al. (Mon,) studied this question.