Brouillette, R. (2000). The Efficacy Of Total Communication Within An Inclusive Education System For Deaf Students In Viet Nam. The Vietnamese model demonstrates the use of peer teachers, Deaf tutors, Sign Language development and training, community and educational based audiology, intensive in-service training of personnel and full community participation. Since August 1998, the Inclusive Deaf Education Project implemented by the Viet Nam Ministry of Education and Training (NIES) has provided mainstream education, audiological and support services to over 400 preschool and primary school students in 3 northern and 3 southern Provinces. There are an estimated 18,240 children who are hard of hearing (1 5,200) or Deaf children (3,040) in these provinces.

CÂU LẠC BỘ THANH THIẾU NIÊN KHIẾM THÍNH Đà Nẵng. Qua thống kê số liệu, Đà Nẵng hiện có khoảng 1.200 thanh thiếu niên khiếm thính ở độ tuổi từ 14 đến 25. Trong đó chỉ có khoảng 150 em tốt nghiệp các trường chuyên biệt là đã được đào tạo về ngôn ngữ kí hiệu. Sau khi ra trường, họ về sống rải rác ở các cộng đồng. Phần lớn họ đang vất vả kiếm việc làm và khó có cơ hội học tập thêm. Đặc biệt, họ thường bày tỏ nguyện vọng có một địa chỉ sinh hoạt dành cho người điếc, để gặp gõ, chia sẻ những mối quan tâm chung, học hỏi những kiến thức, kỹ năng mới, nhất là về xã hội để giúp đỡ lẫn nhau và nói lên nhu cầu, nguyện vọng của mình với công chúng. Hơn nữa, các gia đình có con bị câm-điếc cũng bày tỏ nguyện vọng muốn có một nơi hội họp, sinh hoạt để liên kết, giúp đỡ nhau và tuyên truyền vận động cho tương lai của con mình.

Mittler, P. International experience in including children with disabilities in ordinary schools. This paper was originally prepared for a meeting organised by UNICEF to stimulate discussion on the possibilities of inclusion in Tunisia. It was written in response to a request to provide examples of countries where inclusive policies were being implemented. Most of the examples refer to countries in the Middle East or North Africa or to other French or Arabic speaking countries.

NDCS. (2006, February 20). Facilitating the Establishment and Expansion of Deaf Clubs. This project aims to promote the rights of young deaf people in and around Da Nang city. Communication barriers prevent young deaf people from being involved in other disability groups so the IDCS grant will facilitate the development of self-help groups specifically for deaf school leavers. As well as meeting the needs of young deaf people through life skills training and the development of a web forum, the project also aims to involve families and the community. Families will receive basic sign language training and the groups will be supported to participate in community sporting events.

Partners In Compassion - Meeting the Needs of the Deaf in Southeast Asia. The deaf in Vietnam are mostly overlooked. If they get to go to school at all it is usually only the first or second grade. In the countryside most deaf have never heard of sign language. Unable to read or write and with no knowledge of sign language they are limited to only the simplest gesturing in a society that does not understand their role of compassion to the disabled or different. Their lack of communication prevents them from obtaining the most basic of life’s rights. The right to family security, the right to education, the right to work and be productive.

Shettle, A. (2004, Spring). Deaf Children with Additional Disabilities in Developing Countries, Vietnam.

Thoisu.com -> Nghe bằng trái tim.

VnDG. Disabled children learn to sing anthem. To teach the students how to sign-sing the anthem, teachers had to explain, by hand, how to gesture the word "fatherland" in sign language. Each day, two new verses were practised. After two months, students were confident enough to sing the song with their hands and arms.

Deaf performing arts