Abstract
Indoor air quality has a significant impact on the health and working efficiency. There are studies on indoor air quality and the effect of indoor air quality on young children around the world and also in Vietnam. However, several studies have have not evaluated indoor air quality in classrooms at educational institutions that provide assistance to children with disabilities. As a result, the article focuses on investigating methods to improve indoor air quality at educational institutions providing services for children with disabilities, based on theoretical and practical studies on air quality; expert and teacher opinions on the feasibility and readiness to implement methods to improve air quality at intervention facilities for children with disabilities. The survey has 151 people that took part in it. The findings indicate that teachers in both inclusive and special schools have a basic grasp of classroom indoor air quality and its influence on children with disabilities. Teachers in specialized schools, on the other hand, rated classroom indoor air quality substantially worse than teachers in inclusive institutions. Furthermore, they highlighted steps done by their institution as well as additional innovative but particular ideas for improving classroom indoor air quality for children with impairments. Because this is a relatively recent problem in Vietnam, more methods to enhance classroom indoor air quality at educational institutions that provide services for children with disabilities are required.
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