Students with special educational needs (SEN) in the mainstream class: the image of the child and how teachers address SEN in Vietnamese contexts
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Key Points
The research aims to understand how Vietnamese teachers perceive and address special educational needs (SEN) in mainstream settings.
Conducted semi-structured interviews with nine primary school teachers in Hanoi
Analyzed data using qualitative content analysis
Focused on teachers' perceptions of SEN and their classroom practices
Teachers preferred separate environments for students with SEN rather than integrating them into mainstream classrooms
Recognized some strengths of SEN students but often perceived them as less capable
Limited use of collaborative learning strategies, relying more on repetition and skill drilling
Teachers reported effective techniques for maintaining discipline but viewed SEN issues in isolation rather than holistically
Empathetic attitudes from teachers often reflected a patronising stance towards SEN students
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Implication
Explores teachers' perceptions and practices for students with special educational needs in Vietnam, highlighting critical gaps and needs for training.