Comparison of Special Education in Vietnam and Singapore with Education in the United States - Research Paper Example

?Vietnam and Singapore’s Special Education Compared with That of the United s’ The progress of special education (SPED) in Asia is varied in every country. Most of the influences regarding the education system come from developed countries such as the United States and the United Kingdom. Singapore is one of the famous countries in Asia as it is the 17th wealthiest country in the world. It has also been noted for its education system. On the other hand, Vietnam is known as a third world country and its education system has several differences as compared to Singapore. It is then noteworthy to look into the special education systems of these two countries and compare them with that of America’s. Regarding its history, Singapore’s SPED progressed irregularly. The major initiators were charitable organizations. As time passed, the government passed legislations and formed departments for proper facilitation. In 1947, Trafalgar Home was founded. It was for children with leprosy. In 1949, a center catering to crippled children was founded by the British Red Cross Society. By 1951, the same society also offered education for the deaf. After five years, a school was put up by the Association of the Blind. In 1957, there focus was given to those with cerebral palsy with the formation of Spastic Children’s Association. In 1962, the Singapore Association for Retarded Children (now known as Movement for the Intellectually Disabled of Singapore) was created. This association widened the horizon of special education by not only involving those with physical and sensory needs but those with intellectual disabilities as well (Tan, “Education in Singapore: Special Needs). Concerning its government, Singapore was colonized by Britain in 1819. However, during World War II, it was captured by the Japanese. In 1945, it was freed by British soldiers. In 1946, Singapore became a separate crown colony. On June 3, 1959, it was made a self-governing state in the Commonwealth of Nations. In 1963, it joined Malaya, North Borneo, and Sarawak to form Malaysia. After two years, Singapore separated from Malaysia and became a sovereign state as well as a member of the United Nations. In the same year (1965), it was proclaimed as a republic (“History of Singapore Colonization”). As for Vietnam, there are no distinct SPED- related organizations in its history. The education in Vietnam during feudal and colonial periods lacked stability leading to haphazard structures. Traditionally, it is a country built on Confucian-oriented education. However, it was replaced by French-Vietnamese education during its colonization at the end of 19th and first half of 20th centuries. This kind of education immobilized the rights of the Vietnamese since it was for the purposes of serving the colonizers. During their independence in 1945, their president, Ho Chi Minh advocated against illiteracy and formed an education system towards independence and rehabilitation. Within a year, there were 75,000 literacy classes and almost 96,000 teachers serving 2.5 million citizens. Since then the government maintained a public education. However, during the US air force attacks in 1965-1972, a number of schools were destroyed. Gradually, education was much influenced by North-American domination. In April 1975, Vietnam’s regions were reunited and they were able to achieve full independence. Several reforms were made concerning education. Included in the changes from 1986 to 2005 was the categorization of learning activities corresponding to students’ abilities. Specialized schools were established for gifted children (“Education in Vietnam: Development History, Challenges, Solutions” 2). The United States’ SPED history when it comes to its legislation is quite ample. These developments are also valuable since other countries are adapting these provisions. In the early 1900s, its education system offered compulsory education. However, many children with special needs were not welcome in numerous schools. Most of the rights of children with disabilities were reinforced by concerned parents and related organizations. The result of the Supreme Court’s assessment regarding the Brown v. Board of Education in 1954 paved way for favorable provisions for equal education among African Americans. This was a significant victory for the Civil Rights Movement since it has affected and encouraged other minority groups such as children with special needs. In 1950, the National Association for Retarded Citizens (presently known as The Association for Retarded Citizens or ARC) was founded. In 1922, the Council for Exceptional Children (CEC) was formed. This has been an active advocate about policy improvement, teacher training, and program innovations. The Association for Persons with Severe Handicaps (TASH) was created in 1974. This organization specializes in supporting the rights of those with severe and multiple disabilities. Other pertinent associations were founded like the United Cerebral Palsy Associations, Inc. (1949), National Society for Autistic Children (1961), National Association for Down Syndrome (1961), and Association for Children with Learning Disabilities (1964). An important legislative milestone was Section 504 of the Rehabilitation Act of 1973. It outlawed any kind of bias against individuals with disabilities. Another breakthrough is the Education for All Handicapped Children Act of 1975. This act outlined the educational rights and funding of students with special needs. Finally, the Individuals with Disabilities Education Act of 1990 initiated much progress particularly when President Clinton signed its amendments into law in 1997 (Yell, D. Rogers, and E.L. Rogers 227). From the aforementioned paragraphs, it is apparent that a nation’s history is quite influential in the evolution of its education. Both Singapore and Vietnam’s progress are less consistent because of colonization and conflicts. In addition, these countries have Confucian influence in their traditions and educational system. Generally, they value education and understand its importance to every person’s cultivation. Nonetheless, Singapore showed a more advanced system. It had more organizations for people with disabilities and had much evolvement in a decade. On the other hand, Vietnam’s history had little to say about educating children with disabilities. It is very likely that they were discriminated and unrepresented. This could be caused by the numerous struggles that Vietnam had to undergo as a nation. Furthermore, Britain was able to mold Singapore’s education system towards a more positive way. Since Singapore is a smaller country, it was easier for them to be united towards a common goal. In contrast, Vietnam was divided into regions and it was difficult for them at first to be cohesive. It is apparent that U.S. had more active civil rights movement in its history as compared to Singapore and Vietnam. This could be due to the difference in culture and form of government. America has had a longer history of democracy and expressed more empowering ethos. Clearly, U.S. has more vigorous supporters concerning equality in education. Their legislative system is also more open to changes. This results to a more productive outcome caused by the efforts of involved groups. Currently, information drive and awareness programs on individuals with special needs are being actively campaigned in different nations. More and more groups have been effective and founded for this cause. As years go by, terms such as “education for all” and “inclusive education” have been promoted by politicians, educators, activists, parents, and students. Lately, many have found a voice in fighting for the rights of those with disabilities. Singapore’s education for children with disabilities is being fared by voluntary welfare organizations or VWOs. The National Council for Social Services or the NCSS is the chief manager. The Ministry of Education delivers support. Much backing has been directed to special education with the leadership of the Prime Ministers. They have a very strong platform for an inclusive society. Singapore has incorporated Special Needs Officers or SNOs into their mainstream schools. Fifteen million dollars has been budgeted for this scheme. There is also much training for teachers and starting 2005, all pre-service teachers have undergone preparation concerning students with disabilities (Tan, “Education in Singapore: Special Needs”). Several institutions in Vietnam are now pushing for inclusive education. There are schools that are looking into pre-service teacher training programs to help them get ready in handling a diverse class. A number of concerned individuals have been informed regarding the need for change of approach so all children can be reached by basic education. Gradually, attitudes of communities altered headed for a more permissive and welcoming atmosphere. Instead of objects for charity work, children are now more being viewed as individuals who deserve to be educated (Tac, “Inclusive Education: A New Phase of Education in Vietnam”). Special education services in the U.S. have greatly improved with the promulgation of IDEA. This arose to a free and appropriate public education (FAPE) as well as having a least restrictive environment (LRE). It is also every child’s right to have an Individualized Education Program (IEP) if necessary. The Elementary and Secondary Education Act of 2001 which is more famously known as the No Child Left Behind Act has the aim to nurture students to have total math and reading proficiency by 2012. The Assistive Technology Act of 2004 is quite helpful in procuring devices. This act makes it possible for schools to have loans so they can purchase equipment for children with special needs. At present, inclusive education is also being encouraged by a lot of institutions and organizations (“Special Education”). Among the three countries, Singapore’s community involvement approach is commendable. It has empowered a lot of voluntary organizations as well as the NCSS and the Ministry of Education. Their attitude towards special education gives the atmosphere of responsibility and altruism among Singaporeans. Its Prime Ministers are also laudable in taking potent stances in favor of educating children with disabilities. Their SNO scheme just shows that this kind of sector is being taken seriously. Many Singaporean schools have excellent programs. This propels schools in different countries to adapt their curricula. As for Vietnam, it has also improved with several of its schools asserting inclusion. Its move for providing training for teachers is beneficial in furthering the cause of students with disabilities. Nevertheless, there is still much room for enhancement. From observation, more groups and individuals need to be more involved in making special needs programs into reality. In actuality, there are indeed public schools that are open to everyone but students still need to pay. There are a number of private schools but only few have viable curriculum for students with disabilities. Regarding the U.S., its IDEA has indeed instigated a lot of positive changes. Hopefully, other nations will follow its footsteps in having FAPE and LRE. It would also be outstanding if all countries can afford to make an IEP for every child with special needs. With the aid of technology, many individuals can have more chances of improving their lifestyle. Thus, it would also be quite advantageous for other nations to fund assistive technology for their schools. The main strength of a nation is its people. For transformations to materialize, great action must come from the populations. America’s history proved that human rights must be fought for. Its Civil Rights movement greatly aided the passage of numerous provisions for several minority groups including citizens with special needs. Hence, Vietnam, Singapore, the United States, and other countries can greatly improve their special needs programs with the initiative of their peoples. Works Cited “Education in Vietnam: Development History, Challenges and Solutions.” World Bank. 2005. Web. 21 March 2012. “History of Singapore Colonization.” AP World Singapore. 5 March 2009. Web. 21 March 2012. “Special Education.” Education Week. 4 Aug. 2004. Web. 21 March 2012. Tac, Le Van. Inclusive Education: A New Phase of Education in Vietnam. Inclusive Technology. July 2000. Web. 21 Marc 2012. Tan, Wen Sze. Education in Singapore: Special Needs. National Library Board Singapore, 31 Oct. 2009. Web. 20 March 2012. Yell, Mitchell, David Rogers, and Elisabeth Lodge Rogers. “The Legal History of Special Education: What a Long, Strange Trip It’s Been!” Remedial and Special Education. 19.4 (1998): 219-228. Read More