Inclusive education for Vietnamese primary school children with motor disabilitiesNguyen, Pham Ngoc Thien (Avtor) inclusive educationmotor disabilitiespeer relationshipseducational equityprimary schoolsThis qualitative case study explores the experiences of five Vietnamese primary students with motor disabilities to identify barriers to and facilitators of inclusive education. Findings reveal significant challenges, including inadequate infrastructure, social isolation, peer rejection, and teacher overprotection, especially in physical education. Effective inclusion is achievable through teacher training, adapted teaching methods, peer disability-awareness education, and strong family-school collaboration. The results highlight the need for a multifaceted approach addressing environmental adaptations, pedagogy, peer relationships, and community engagement. This study provides valuable insights into inclusive education in developing contexts and offers practical strategies for educators and policymakers to enhance educational equity.Univerza v Mariboru, Univerzitetna založba20262026-09-15 10:47:10Znanstveno delo100361UDK: 376-056.26(597)COBISS_ID: 290798083DOI: 10.18690/rei.5366ISSN pri članku: 1855-4431slVietnam;