1. DAK LAK DoET REPORT ON THE DEVELOPMENT OF A CENTER TO SUPPORT INCLUSIVE EDUCATION IN Dak Lak Province (2001-2011) By Mr. Tran Xuan Tuan-Center Director Danag, October - 2011

2. CONTENT I. The process of development II. Effective activities I. The process of development II. Effective activities III. Development orientation III. Development orientation

3. The process of development The Center is formerly known as Hy vong (Hope) Special School to support children with disabilities The Center is formerly known as Hy vong (Hope) Special School to support children with disabilities Established under Decision No. 262/QD-UB of Dak Lak province on February 23 rd 1998 Established under Decision No. 262/QD-UB of Dak Lak province on February 23 rd 1998 School officially began operation on June 01 st, 2001 School officially began operation on June 01 st, 2001 From 2001-2007: as a Special School From 2001-2007: as a Special School From 2007 to present: A Center to support IE From 2007 to present: A Center to support IE

4. From 2001-2007: as a Special School INITIAL STATUS OF SCHOOL: Initially only 15 teachers and staff including two teachers trained to teach children with disabilities, the rest was transferred from other primary school teachers INITIAL STATUS OF SCHOOL: Initially only 15 teachers and staff including two teachers trained to teach children with disabilities, the rest was transferred from other primary school teachers 48 hearing impaired children 48 hearing impaired children Teaching program for children with disabilities was not available, primary education program was used Teaching program for children with disabilities was not available, primary education program was used Virtually no supplies of equipment for children with disabilities Virtually no supplies of equipment for children with disabilities

5. Supports The support of the Netherlands Institute for Hearing Impairment: In 2002, training in Hearing Impairment specialization The support of the Netherlands Institute for Hearing Impairment: In 2002, training in Hearing Impairment specialization 2004 - 2005, counseling skills for parents of hearing impaired children 2004 - 2005, counseling skills for parents of hearing impaired children Supports from VISIO -the Netherlands:Training course on working with visually impaired children during 2004 – 2005 Supports from VISIO -the Netherlands:Training course on working with visually impaired children during 2004 – 2005

6. Supports Cooperation and support from the Department of Early Childhood Education, MoET Cooperation and support from the Department of Early Childhood Education, MoET 2006: Basic training in early intervention 2006: Basic training in early intervention Support from the Institute of Education Sciences, MoET Support from the Institute of Education Sciences, MoET 2007: Assessing the capacity and training needs of teachers; 3 month training course on Early Childhood Education at Nha Trang College of Education 2007: Assessing the capacity and training needs of teachers; 3 month training course on Early Childhood Education at Nha Trang College of Education

7. SERVICE AND SUPPORT 2003: Early intervention services for hearing impaired children with the establishment of hearing-room at the school 2003: Early intervention services for hearing impaired children with the establishment of hearing-room at the school 2003-2004 school year: support for IE began when hearing impaired children received IE a frequency of once / year / child 2003-2004 school year: support for IE began when hearing impaired children received IE a frequency of once / year / child Academic year 2004 - 2005: Started to accept visually impaired students in school Academic year 2004 - 2005: Started to accept visually impaired students in school

8. SERVICE AND SUPPORT 2006: Implementation of an experimental model of Early Intervention. The model is to establish inextricable linkages between special schools with kindergartens in all three forms: At home - at special schools – at preschools and the combination of these forms 2006: Implementation of an experimental model of Early Intervention. The model is to establish inextricable linkages between special schools with kindergartens in all three forms: At home - at special schools – at preschools and the combination of these forms Creating a network of Early Intervention. Early Intervention became a major activity in the development of the school Creating a network of Early Intervention. Early Intervention became a major activity in the development of the school

9. From 2007 to present: as a Center to support IE Early in 2007: MoET selected Dak Lak as a model to transform the Hy vong (Hope) School of Special Education into a Center to support IE Early in 2007: MoET selected Dak Lak as a model to transform the Hy vong (Hope) School of Special Education into a Center to support IE Dak Lak DoET hosted the establishment project, workshop was organized with the participation from MoET, Institute for Education Sciences-MoET, provincial departments and provincial agencies Dak Lak DoET hosted the establishment project, workshop was organized with the participation from MoET, Institute for Education Sciences-MoET, provincial departments and provincial agencies The Center to Support IE for children with disabilities was founded by the provincial People's Committee Decision No. 2817/QD-UBND on October,30 th 2007 The Center to Support IE for children with disabilities was founded by the provincial People's Committee Decision No. 2817/QD-UBND on October,30 th 2007

10. MAIN ACTIVITIES OF THE CENTER Expand Early Detection/ Intervention for a variety of disabilities Expand Early Detection/ Intervention for a variety of disabilities Coordinate with the health sector conducted early detection Coordinate with the health sector conducted early detection 2008: Open classes for children with metal retardation 2008: Open classes for children with metal retardation 2010: Open classes for children with autism 2010: Open classes for children with autism Teachers continue to undergo professional training by supporting organizations and individuals: Bach Mai Hospital in Hanoi, artists from the Netherlands and Hanoi, Institute of Education Sciences, Ministry of Education and Training,... Teachers continue to undergo professional training by supporting organizations and individuals: Bach Mai Hospital in Hanoi, artists from the Netherlands and Hanoi, Institute of Education Sciences, Ministry of Education and Training,...

11. PERSONNEL AND TEACHING STAFF 52 teachers and staff, including 30 teachers: -Qualified to teach special education for children with disabilities in many forms of disability -Can participate in IE support for other schools, provide training of teaching skills for teachers in integrated schools which enroll children with disabilities -18 skilled employees to take care, provide basic vocational training for children with disabilities in center 52 teachers and staff, including 30 teachers: -Qualified to teach special education for children with disabilities in many forms of disability -Can participate in IE support for other schools, provide training of teaching skills for teachers in integrated schools which enroll children with disabilities -18 skilled employees to take care, provide basic vocational training for children with disabilities in center

12. II. Effective activities 1. Regarding special education: Take care of over one hundred children with disabilities who are not capable for IE. -In addition, children are provided with life skill training, cultural education, music, computer science, art and crafts, fine arts. -In addition, children are provided with life skill training, cultural education, music, computer science, art and crafts, fine arts. - The Center aslo coordinate with Health sector to provide Early Intervention for children in dozens of different forms of disability, the results are encouraging - The Center aslo coordinate with Health sector to provide Early Intervention for children in dozens of different forms of disability, the results are encouraging - Teachers and staff participate in scientific research, has won many prizes in contests organized by the MoET, institutions and Departments of Education - Teachers and staff participate in scientific research, has won many prizes in contests organized by the MoET, institutions and Departments of Education

13. 2. Support IE for children with disablities The Centre’s techers in person coordinate with headmasters, teachers of other schools to advise about building plan, method, special skills, supporting personal information, equipment, evaluate the results of inclusive education school for children with disablities... The Centre’s techers in person coordinate with headmasters, teachers of other schools to advise about building plan, method, special skills, supporting personal information, equipment, evaluate the results of inclusive education school for children with disablities... From 2008 to present: has established a professional team of teachers to support IE for children with disabilities From 2008 to present: has established a professional team of teachers to support IE for children with disabilities Organization of training workshop for officials, teachers and staff at inclusive schools and parents of children with disabilities Organization of training workshop for officials, teachers and staff at inclusive schools and parents of children with disabilities

14. Support for vocational guidance for adult children with disablities Identify the career needs of adult children with disablities and their families Identify the career needs of adult children with disablities and their families Search for suitable jobs, encourage vocational training, manufacturing institutions to receive youth with disabilities for vocational training and work Search for suitable jobs, encourage vocational training, manufacturing institutions to receive youth with disabilities for vocational training and work Organize seminars to introduce vocational institutions to parents Organize seminars to introduce vocational institutions to parents Children with disabilities learn handicrafts, cosmetic technics at the Center Children with disabilities learn handicrafts, cosmetic technics at the Center Most adult children with disablities receive vocational training, professional skills and find jobs with stable income, no longer a burden to family and society Most adult children with disablities receive vocational training, professional skills and find jobs with stable income, no longer a burden to family and society

15. 4. Other activities Social activities Social activities Arts, sports Arts, sports Contests Contests

16. 10 year statistics of the Center YearStaff Number of children Early Inter Support for IE Number who receive IE Vocational training Hearing Im Visual Im Mental Re Autis m 2001-0215480000200 2002-03238970001220 2003-042596900625290 2004-0526101900818260 2005-06261139001224200 2006-073111740018312021 2007-083610370014382155 2008-09418487036432246 2009-104690119048452751 2010-11527111101146562239

17. III. Development orientation Improve the quality; implement Early detection and intervention to enable children with disabilities to enjoy early integration into the community Improve the quality; implement Early detection and intervention to enable children with disabilities to enjoy early integration into the community Advise leaders of the DoET to improve the graduation rate, quality of inclusive education for children with disabilities Advise leaders of the DoET to improve the graduation rate, quality of inclusive education for children with disabilities Coordinate closely with the Office of Education at local levels to support IE for children with disabilities Coordinate closely with the Office of Education at local levels to support IE for children with disabilities Coordinate with other administrative levels to strengthen vocational training and counseling for young people with disabilities to get suitable jobs. Coordinate with other administrative levels to strengthen vocational training and counseling for young people with disabilities to get suitable jobs.

18. THANK YOU