Promoting Inclusive Education for Girls with Disability: Reviewing Theoretical and Legal Framework

Abstract

Education plays a vital role in the comprehensive development of children as well as community’s prosperity. However, access to education services remains a challenge for children with disabilities, especially girls due to issues such as stigmatization and cultural and institutional obstacles. This paper reviews the current social policies which support girls with disability accessing education in Vietnam and examines some foundational theoretical frameworks for building these social policies, namely disability approach, feminism approach, and inclusive education approach. On that basis, the paper provides some recommendations to strengthen the impact of current social policies on promoting inclusive education for girls with disabilities.
 Keywords
 Girls with disabilities, education policies, human right approach, inclusive education, anti-oppression model.