INFORMATION ABOUT THE MASTER'S THESIS
Student's full name: Nguyen Huyen Chi
Gender: Female
Date of birth: November 3, 1996
Place of birth: Hanoi
Decision number for student admission:Decision No.Decision No. 2279/QD-XHNV dated August 22, 2022, of the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.
Changes in the training process: DecisionDecision No. 3845/QD-XHNV dated August 1, 2024, on extending the study period for postgraduate students ofRector of the University of Social Sciences and Humanities, Vietnam National University, HanoiDecision 6155/QD-XHNV dated August 22, 2025, on extending the study period for postgraduate students ofRector of the University of Social Sciences and Humanities, Vietnam National University, HanoiDecision 803/QD-XHNV dated February 5, 2026, on extending the study period for postgraduate students ofRector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi
Thesis title: The current state of activitiesVocational training for autistic teenagers in Hanoi.
Major: Social Work Code: 8760101.01
Scientific supervisor: Assoc. Prof. Dr. Mai Linh, working at the Department of Sociology, Faculty of Social Sciences and Humanities, Vietnam National University, Hanoi.
Summary of thesis results:
Providing career guidance for adolescent children with autism spectrum disorder (ASD) is a timely and correct policy of the Party and the State, of society, schools, and families with ASD children.
The research results show thatAdolescent children with autism who receive career guidance have mild, moderate, and severe levels of autism.Children with autism spectrum disorder (ASD) have low levels of life skills and vocational skills, requiring support to enhance their pre-vocational skills. The majority of parents have a proper understanding of vocational guidance for ASD and desire a specialized vocational guidance environment specifically for ASD due to the effectiveness of these models. The analysis also indicates a lack of specific policies for ASD vocational guidance, and the level of access to these policies among parents of ASD children is not high. Vocational guidance centers have developed a team of teachers aiming for professionalization, promoting some professions suitable for ASD such as handmade crafts, cooking, and baking, attracting a certain number of ASD children to participate in vocational training. However, the research also reveals many limitations in ASD vocational guidance regarding training programs, training quality, training fields, and the number of trainees.
Survey results from parents show that many factors influence career guidance for children with autism spectrum disorder (ASD). These include factors from the child themselves (65.6%); from the family (65.6%); from other ASD students at the center (15.6%); from supporting teachers (56.7%); from the school and administrators (34.7%); and government and local policies supporting ASD children (42.2%).
Practical applications:
Research confirms that vocational guidance for children with autism spectrum disorder (ASD) is truly necessary and brings many benefits to them. Children with ASD are fully capable of learning a trade, finding employment, and becoming useful citizens to society. The career paths chosen for ASD should be based on the child's abilities and require dedicated vocational training centers with support from family, community, and society.
Further research directions: none
Published works relevant to the thesis: none
INFORMATION ABOUT THE MASTER'S THESIS
Full Name of the Student: Nguyen Huyen Chi
Gender: Female
Date of Birth: November 03, 1996
Place of Birth: Hanoi
Decision on the Recognition of Student Status: No. 2297/2022/QD-XHNV, dated August 22th, 2022, issued by the Rector of the University of Social Sciences and Humanities, Vietnam National University, Hanoi.
Changes During the Training Process: Decision No. 3845/QD-XHNV dated August 1, 2024 on the extension of the study period for graduate students; Decision No. 6155/QD-XHNV dated August 22, 2025 on the extension of the study period for graduate students; Decision No. 803/QD-XHNV dated February 5, 2026 on the extension of the study period for graduate students.
Thesis Title:Current situation of vocational guidance training activities for adolescents with autism in Hanoi City.
Discipline: Social Work Code: 8760101.01
Academic Supervisor: Assoc. Prof. Dr. Mai Linh, Faculty of Sociology, University of Social Sciences and Humanities, Vietnam National University, Hanoi.
Summary of Thesis Findings:
Implementing vocational guidance for adolescents with Autism Spectrum Disorder (ASD) represents a timely and appropriate initiative by the Party and State, as well as a shared responsibility of society, schools, and families of children with ASD.
Research findings indicate that adolescents with ASD who receive vocational orientation fall across a spectrum of severity—mild, moderate, and severe. Their life skills and vocational abilities are generally at a low level, necessitating targeted support to enhance pre-vocational skills. Most parents have a correct understanding of the importance of vocational guidance for children with ASD and express a strong desire for specialized vocational environments tailored to their children's unique needs, recognizing the positive outcomes such models bring.
The analysis also reveals a lack of specific policies dedicated to vocational guidance for children with ASD. Furthermore, parental access to and awareness of existing policies remains limited. Vocational training centers have made progress in professionalizing their staff and developing vocational pathways suited to children with ASD—such as handmade crafts, cooking, and baking—which have attracted a certain number of participants. However, the research also points to persistent limitations in the vocational guidance system, including gaps in curriculum design, training quality, diversity of vocational options, and overall program capacity.
Survey data from parents identify multiple factors involving the vocational orientation process for children with ASD. These include: Factors related to the children themselves (65.6%), Family-related factors (65.6%), Influence from other students with ASD at the centers (15.6%), Support from teachers and staff (56.7%), School and management-level involvement (34.7%), Government and local policy support for children with ASD (42.2%).
Practical Implications:
The research affirms that vocational guidance for children with Autism Spectrum Disorder (ASD) is both essential and beneficial, offering significant advantages for their personal development and social integration. Children with ASD are fully capable of learning vocational skills, securing employment, and becoming contributing members of society.
Vocational pathways for children with ASD should be tailored to their individual abilities and needs. This requires the establishment of dedicated vocational training centers specifically designed for children with ASD, supported by collaborative efforts from families, communities, and broader society.
Future Research Directions: None
Related Publications: None
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