The second part includes 3 main questions in terms of knowledge, awareness and practice toward disability. The first part consists of 7 questions on general information. In order to make the simplicity of survey data, research participants are grouped into PWD and PWND. The questionnaires are delivered in school and families with CWD and to those people living around CWD’s houses. Survey’s research populations are included as: CWD, CWND in inclusive schools, parents of CWD, teachers and community persons who experience their life with CWD. Research questions stated in this paper are in terms of how CWD experience their difficulties in schools? And how they can deal with such difficulties? The main methods for collecting data in terms of observation, survey and interview are followed by such approach. The research process by Crotty (Crotty 1998) is applied in the research in which social constructionism, symbolic interactionism and ethnomethodology are used as the theoretical background and approach for the research. This paper, as a main part of my thesis on social inclusion of children with disabilities in Vietnam, focuses at examining these difficulties in the Vietnamese context and makes suggestions for promoting social inclusion of CWD in the schools in the Vietnamese social, cultural and political contexts. Such difficulties range from negative social attitudes towards disability and CWD, to lack of learning facilities and shortage of skilled teachers and support staff (MOET 2010). Even those in school settings are facing and experiencing many difficulties daily in inclusive education or in special education. Meanwhile the rest are unable to go to schools and as its consequences, their social inclusion is partial. Recent reports by Vietnam Ministry of Education and Training (MOET) and Vietnam Ministry of Labour, Invalid Soldiers and Social Affairs (MOLISA) stated that just only nearly one-third of children with disabilities (CWD) were going to schools (MOLISA 2004 MOET 2010). 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. Isn’t it pitiful if you keep forcing yourself to do stuff that you dislike? It is essential to have a solid foundation since young so as to walk further and we should stop and take a break, if beginning to feel unhappy.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. I feel happy as long as get to see flowers and grasses.
I am not an ambitious woman and happiness is the most important. I enjoy the lifestyle over here and it is my dream all along but I might be making an on-screen comeback in the future. After my contract expired last year, I get to enjoy more freedom and have the final say in every matter. Right now in Mogan Shan, I get to meet people from all walks of life and see different colours. I have a small social circle and my life consists of working and going home only. Earlier, she posted a long and emotional message on her social media account: “In the past, I will hide at home as it is exhausting after wrapping up every drama. Recently, Joey establishes a resort in Zhejiang and records promotion video personally. She also sets up her own work studio and participates in many variety shows. Joey has been working in the industry for 30 years and starting to focus on her career in Mainland China. Thus, Shadow of Justice became her TVB final drama.
#Happy ever after tvb vietnamese series
After 3 years later, Joey made an on-screen comeback in Shadow of Justice (伙記辦大事) series and left TVB in March 2020 since her contract ended. In 2012, she joined TVB and participated in several drama and begun to take a break after Dead Wrong (致命復活) drama in 2016. 51-year-old Joey Meng (萬綺雯) emerged as first runner-up in 1989 Ms ATV Beauty Pageant and is best noted for her role as Ma-Siu-ling (馬小玲) in the My Date with a Vampire (我和殭屍有個約會) television series trilogy.
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