Social construction of disability and its potential impacts to welfare practice in Vietnamese contexts.

From the survey responses and the policy analysis, the initial findings on this paper present some aspects of knowledge, attitude and practice (KAP) on disability which are presented as following: Firstly, there is a significant changes in legal documents and social policies related to disability in Vietnam, especially from 2006, in terms of its name and contents for improving the life of PWD with inclusive approach, however the meaning of disability is not clear in policies. Secondly, the understanding on disability is mainly based on medical/individual model which focuses on the disability's causes in words of health or individual problem rather than viewing the social causes in aspects of the social barriers and restriction, in addition almost policies focus on the problems of PWD rather than the social aspects. Thirdly, social attitude toward disability and PWD seems to be very empathetic, however it is less regard to CWD's ability as well as there are more attitudes on charity giving and supporting than helping them to be independent in their life. Finally, in spite of positive knowledge and attitudes on disability, there is still limitation on practical activities towards CWD/PWD from society in daily life.

Exploring the experience of children with disabilities at school settings in Vietnam context.

The initial findings from 230 questionnaires' survey and 36 interviews, in which informants are CWD, children with non-disabilities (CWND), parents of CWD, and teachers in school settings, are stated as: (a) the general understanding of disability is based on medical model and individual model rather than social model, such understandings contribute great impacts to the CWD's experiences in their daily life in general and in school contexts in particular; (b) the most important difficulties which CWD experience at school are those of learning facilities, the empathy from their student peers and barriers in the physical environment; (c) the ways which CWD try to deal with such difficulties are mostly 'do-by-themselves' or try to adapt themselves rather than asking for supports actively. Based on these findings, recommendations for having further activities to change social awareness of disabilities, specific support structures for CWD and school staff are stated in order to promote the social inclusion of CWD in schools.