Speaker
Description
Access to English learning and standardized language certification is a crucial requirement for the youth in higher education and employment contexts. For persons with visual impairments, the process requires additional efforts not only to acquire new skills, but also to overcome structural barriers in learning environment and examination platforms which hinder their performance and achievements. This study aims to examine the experiences, challenges, and support needs of people with visual impairments in learning English and obtaining standardized English language certificates in Viet Nam. The study employs a mixed-methods design, combining an online quantitative survey with 100 people with visual impairments and qualitative interviews with 10 people with visual impairments (selected from survey respondents) and 5 English teachers. The findings highlight persistent accessibility gaps, including inaccessible learning resources and online platforms, limited teacher preparedness for inclusive English instruction, complex procedures for requesting examination accommodations, and insufficient access to appropriate assistive technologies. English teaching institutions and certification organizers are recommended to develop accessible digital and learning materials, flexible examination arrangements (including extended reading time, screen-reader-compatible testing platforms), and train human support where necessary. The study suggests strengthening accessibility standards for English learning and assessment, developing clear and standardized accommodation procedures, enhancing teacher capacity in inclusive language education, and expanding financial and technological support for learners with visual impairments. Overall, The findings desire to inform more inclusive English education and certification policies and practices in Viet Nam.
Biography
Thu Huong Dao is a Disability Rights Officer at the United Nations Development Programme (UNDP) in Viet Nam. She was the top graduate of the Faculty of English at Ha Noi University of Education in 2010 and has extensive experience tutoring English to both students with and without visual impairments. She holds a Master’s degree in International Community Development from Victoria University, Australia. Before joining UNDP, she worked as an English translator/interpreter and project coordinator for employability and career orientation training for school and university students with visual impairments at Samaritan’s Purse International Relief. Since 2019, at UNDP, Huong has led and contributed to a range of research and policy initiatives on disability inclusion, with a particular focus on accessible education, digital accessibility, inclusive employment, and the alignment between Viet Nam’s legal framework and international treaties. Her work brings together expertise in English teaching, disability inclusion, and evidence-based policy advocacy. She is committed to advancing inclusive and equitable opportunities for all.
Vo Cam Giang works in the fields of accessibility, inclusive education, and rights of persons with disabilities. She has extensive experience supporting the community of persons with visual impairments and has participated as an enumerator and a digital accessibility auditor for research projects led by the United Nations Development Programme (UNDP) in Viet Nam in collaboration with partner organizations.
Pham Truong Gia Han is a junior majoring in Educational Psychology at Ho Chi Minh City University of Education. As a student with visual impairment, Han has been actively involved in youth leadership, community engagement, and educational initiatives.
La Minh Truong is a summa cum laude graduate in Social Work from Hanoi National University of Education (GPA: 3.88/4.00), specialising in inclusive education and disability support, particularly for learners with visual impairments. His research interests include the psychological well-being, mental health, inclusive needs, and educational barriers of students with disabilities.
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