Author: Thi Huong Giang Le
Le, Thi Huong Giang, 2021 Understanding intellectual disability in Vietnam: perspectives of parents and healthcare and education professionals, Flinders University, College of Nursing and Health Sciences
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Improving the quality of life for children and young people with intellectual and developmental disability has gained recognition among the key issues in the political agenda in Vietnam in recent years. This qualitative study seeks to contribute to this effort by exploring the understanding and response to intellectual disability within the healthcare and education system at two Vietnamese central provinces, Thua Thien Hue (TTH) and Quang Nam (QN). Findings from the study will inform the design and implementation of future programs and activities to support children with intellectual disability, their families and professionals at the two project sites, through a collaborative partnership with a local not-for-profit organisation.
A scoping review was also conducted to examine the existing literature on intellectual disability in Vietnam and identify research gaps. The study employed a qualitative study design and thematic analysis, guided by the ecological systems theory. Online, semi-structured interviews were conducted with 24 participants from three groups (nine parents of children with intellectual disability, seven healthcare professionals and seven education professionals) across two study sites. A scoping review was also conducted to examine the existing literature on intellectual disability in Vietnam and identify research gaps.
This study provides the first sets of data and findings pertaining to the understanding of and response to intellectual disability from the multiple perspectives of parents and professionals in Vietnam. Findings suggest that parents and professionals’ current understanding of intellectual disability align with the medical and deficit-based perspectives that had been documented in international research. The study also highlights conceptual inconsistency and ambiguity and the lack of reliable assessment tools and protocol, reflected through a plethora of terminology and diagnostic labels being used in professional contexts.
Response to intellectual disability and support needs within the family and the education and healthcare system were examined by invoking concepts from the ecological systems theory. Drawing from parents and professionals’ perspective, the study identifies and maps the characteristics, including both enabling factors and challenges, of the family, education and healthcare microsystems, the meso-systemic interaction between parents and professionals, as well as the social and cultural structures that influence the child’s development.
The study identifies the need for the consideration and adoption of broader perspectives, in line with current evidence-based approaches from international research, in understanding intellectual disability and in planning for services and supports. A range of recommendations are provided to foster these changes at multiple levels, including developing and enhancing the capacity of education and healthcare professionals and parents, improving access to information and peer support for parents, and raising community awareness.
Keywords: Intellectual Disability, ecological systems theory, family support needs, disability services
Subject: Disability Studies thesis
Thesis type: Masters
Completed: 2021
School: College of Nursing and Health Sciences
Supervisor: Fiona Rillotta