IELTS Reading: Sự Khác Biệt Văn Hóa Trong Đáp Ứng Nhu Cầu Giáo Dục Đặc Biệt – Đề Thi Mẫu Có Đáp Án Chi Tiết

Mở Bài

Chủ đề về sự khác biệt văn hóa trong giáo dục đặc biệt (Cultural Differences In Addressing Special Education Needs) là một trong những đề tài quan trọng thường xuyên xuất hiện trong IELTS Reading, đặc biệt ở các đề thi gần đây. Chủ đề này kết hợp giữa khoa học giáo dục, tâm lý học xã hội và nhân học văn hóa, mang tính học thuật cao và phản ánh xu hướng toàn cầu hóa giáo dục.

Bài viết này cung cấp một bộ đề thi IELTS Reading hoàn chỉnh gồm 3 passages với độ khó tăng dần từ Easy đến Hard, bao gồm đầy đủ 40 câu hỏi với nhiều dạng bài đa dạng như trong kỳ thi thật. Bạn sẽ được luyện tập với các dạng câu hỏi phổ biến nhất: Multiple Choice, True/False/Not Given, Yes/No/Not Given, Matching Headings, Summary Completion và nhiều dạng khác.

Ngoài đề thi mẫu, bài viết còn cung cấp đáp án chi tiết kèm giải thích cụ thể, vị trí thông tin trong bài, cùng với bảng từ vựng quan trọng được phân loại theo từng passage. Đây là tài liệu phù hợp cho học viên có trình độ từ band 5.0 trở lên, giúp bạn làm quen với format thi thật và nâng cao kỹ năng đọc hiểu học thuật một cách bài bản.

Hướng Dẫn Làm Bài IELTS Reading

Tổng Quan Về IELTS Reading Test

IELTS Reading Test kéo dài 60 phút cho 3 passages với tổng cộng 40 câu hỏi. Mỗi câu trả lời đúng tương ứng với 1 điểm, và không bị trừ điểm khi trả lời sai. Điều quan trọng là bạn cần phân bổ thời gian hợp lý để hoàn thành cả ba phần:

Phân bổ thời gian khuyến nghị:

• Passage 1 (Easy): 15-17 phút
• Passage 2 (Medium): 18-20 phút
• Passage 3 (Hard): 23-25 phút

Nên dành 2-3 phút cuối để kiểm tra và chuyển đáp án vào answer sheet. Lưu ý rằng không có thời gian bổ sung để chuyển đáp án như phần Listening.

Các Dạng Câu Hỏi Trong Đề Này

Đề thi mẫu này bao gồm các dạng câu hỏi phổ biến nhất trong IELTS Reading:

1. Multiple Choice – Chọn đáp án đúng từ các lựa chọn cho sẵn
2. True/False/Not Given – Xác định thông tin đúng, sai hay không được đề cập
3. Yes/No/Not Given – Xác định quan điểm của tác giả
4. Matching Headings – Ghép tiêu đề với các đoạn văn
5. Summary Completion – Điền từ vào chỗ trống trong đoạn tóm tắt
6. Sentence Completion – Hoàn thành câu với thông tin từ bài đọc
7. Matching Features – Ghép đặc điểm với các đối tượng

IELTS Reading Practice Test

PASSAGE 1 – Cultural Perspectives on Special Education: A Global Overview

Độ khó: Easy (Band 5.0-6.5)

Thời gian đề xuất: 15-17 phút

The way societies understand and respond to special educational needs varies dramatically across cultures. While the fundamental goal of helping children with learning difficulties remains constant, the methods, attitudes, and institutional frameworks differ significantly from one country to another. Understanding these cultural differences is crucial for educators working in increasingly diverse classroom environments and for policymakers designing inclusive education systems.

In Western countries, particularly in North America and Europe, special education has developed as a highly specialized field with detailed diagnostic categories and individualized education plans (IEPs). Students are typically assessed using standardized tests to identify specific learning disabilities such as dyslexia, attention deficit hyperactivity disorder (ADHD), or autism spectrum disorder. Once identified, these students receive targeted interventions from specially trained teachers and support staff. The emphasis is on early identification and intervention, with significant resources allocated to providing appropriate accommodations and modifications to the curriculum.

The medical model predominates in these contexts, viewing special educational needs primarily as conditions to be diagnosed and treated. This approach has led to the development of sophisticated assessment tools and evidence-based intervention strategies. However, critics argue that it can sometimes lead to over-diagnosis and unnecessary labeling of children, potentially creating self-fulfilling prophecies where students perform according to reduced expectations.

In contrast, many Asian cultures approach special educational needs through a different lens. In countries like Japan and China, there is often greater emphasis on collective responsibility rather than individual diagnosis. The concept of “developmental delay” is sometimes preferred over specific disability labels, reflecting a belief that all children develop at different rates and that patience and support from the entire school community can help students catch up with their peers.

Family involvement plays a particularly crucial role in Asian contexts. Parents are expected to work intensively with their children at home, and there may be social stigma attached to having a child formally identified as having special needs. This can lead to underreporting and delayed intervention, but it also means that when support is provided, it often comes with strong family commitment and community backing.

In many African and Latin American countries, special education services face different challenges. Limited resources and large class sizes mean that individualized support is often impractical. Teachers may have little or no training in identifying or supporting students with special needs. However, these contexts also demonstrate remarkable creativity and community-based solutions. Extended family networks often provide informal support, and there is less separation between students with and without disabilities.

Indigenous cultures around the world offer yet another perspective. Many indigenous communities resist Western diagnostic categories, viewing differences in learning and behavior as natural variations rather than deficits requiring correction. Traditional knowledge systems may include different ways of understanding cognitive and behavioral differences, often embedded in spiritual or holistic frameworks. For example, some indigenous communities in North America view certain behavioral characteristics associated with ADHD in Western contexts as gifts rather than disorders, valuing the energy and creativity these traits can bring.

The concept of “inclusive education” has gained international traction, promoted by organizations like UNESCO and mandated by the UN Convention on the Rights of Persons with Disabilities. However, its implementation varies greatly. In some countries, inclusion means placing all students in regular classrooms with appropriate support. In others, it means ensuring that all students have access to education, whether in specialized settings or mainstream schools.

Collaborative teaching models are emerging as a promising approach that bridges different cultural perspectives. These models involve regular classroom teachers working alongside special education specialists, combining expertise while keeping students in mainstream environments. Such approaches can accommodate diverse cultural values about education while providing necessary support.

Understanding these cultural differences is not just an academic exercise. For international schools and schools in multicultural societies, it has practical implications for how they identify students who need support, how they communicate with families, and how they design their programs. Best practices increasingly emphasize cultural sensitivity, recognizing that families from different backgrounds may have different expectations and concerns about special education services.

Research suggests that the most effective special education systems are those that combine rigorous assessment with cultural flexibility. They use evidence-based practices while remaining open to different ways of understanding and responding to student needs. They engage families as partners while respecting diverse cultural perspectives on disability and education. As global migration increases and societies become more diverse, this balanced approach becomes ever more essential.

Questions 1-13

Questions 1-5: Multiple Choice

Choose the correct letter, A, B, C or D.

1. According to the passage, what is the primary focus of special education in Western countries?
   A. Community-based solutions
   B. Early identification and intervention
   C. Traditional knowledge systems
   D. Family involvement

2. The medical model of special education is criticized for:
   A. Being too expensive to implement
   B. Not providing enough specialized staff
   C. Potentially leading to over-diagnosis and labeling
   D. Failing to use standardized tests

3. In Asian cultures, the concept of “developmental delay” is preferred because:
   A. It reflects belief in different development rates
   B. It is easier to diagnose than specific disabilities
   C. It requires less family involvement
   D. It is recommended by international organizations

4. What challenge do African and Latin American countries commonly face regarding special education?
   A. Resistance from indigenous communities
   B. Limited resources and large class sizes
   C. Over-diagnosis of learning disabilities
   D. Excessive use of standardized testing

5. According to the passage, collaborative teaching models:
   A. Replace special education specialists entirely
   B. Are only effective in Western countries
   C. Combine expertise while maintaining mainstream placement
   D. Require extensive diagnostic testing

Questions 6-9: True/False/Not Given

Write TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, or NOT GIVEN if there is no information on this.

6. All Western countries use identical assessment tools for identifying special educational needs.

7. Social stigma in some Asian cultures can result in delayed intervention for children with special needs.

8. Indigenous communities universally reject all forms of Western special education support.

9. UNESCO promotes the concept of inclusive education internationally.

Questions 10-13: Sentence Completion

Complete the sentences below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

10. Critics worry that medical model approaches might create _____ where students meet lowered expectations.

11. In many African contexts, _____ often provide informal support for children with special needs.

12. Some indigenous North American communities view ADHD-associated traits as _____ rather than disorders.

13. Effective special education systems combine rigorous assessment with _____ according to research.

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PASSAGE 2 – Teacher Training and Cultural Competence in Special Education

Độ khó: Medium (Band 6.0-7.5)

Thời gian đề xuất: 18-20 phút

The pedagogical preparation of educators to work with students who have special educational needs presents a multifaceted challenge that extends far beyond mere technical training in intervention strategies. As classrooms worldwide become increasingly diverse, the intersection of cultural competence and special education expertise has emerged as a critical area requiring systematic attention from teacher education programs, policymakers, and educational researchers.

Traditional teacher training programs in special education have historically focused on deficit-based models that emphasize the identification of disabilities and the application of remediation techniques. Prospective teachers learn to administer assessments, interpret diagnostic results, and implement evidence-based interventions designed to address specific learning challenges. While this technical knowledge remains essential, it represents only one dimension of the sophisticated skill set required for effective practice in contemporary educational contexts.

The paradigm shift toward culturally responsive special education requires educators to develop what researchers call cultural humility—an ongoing process of self-reflection and self-critique that goes beyond static notions of cultural competence. Unlike traditional cultural competence training, which might provide information about specific cultural groups, cultural humility emphasizes the inherent limitations of any single person’s understanding of another’s culture. It requires teachers to approach each family and student as unique individuals whose experiences are shaped by, but not entirely determined by, their cultural backgrounds.

Consider the case study of assessment practices. Standardized testing instruments used to identify learning disabilities were typically developed and normed on populations from dominant cultural groups. When applied to students from different cultural or linguistic backgrounds, these instruments may yield results that reflect cultural differences in communication styles, prior knowledge, or test-taking familiarity rather than genuine learning disabilities. A teacher with cultural humility recognizes these limitations and seeks multiple forms of evidence before making educational decisions. This might include portfolio assessments, observations in various settings, input from family members and community representatives, and consideration of a student’s performance in their first language if applicable.

The linguistic dimension of cultural difference presents particular complexities. Students learning in a language different from their home language may exhibit characteristics that superficially resemble learning disabilities—difficulty with reading comprehension, limited vocabulary, or challenges with abstract verbal reasoning. Distinguishing between the normal second language acquisition process and genuine cognitive processing difficulties requires specialized knowledge that many teachers lack. Response to Intervention (RTI) models, which involve providing increasingly intensive support and monitoring student progress, can help differentiate between language learning issues and disabilities, but only when implemented with cultural and linguistic sensitivity.

Family-school partnerships constitute another domain where cultural competence proves crucial. Different cultures hold varying beliefs about the appropriate role of parents in educational decision-making, the nature of disability, and the goals of education. In some cultures, questioning or disagreeing with educators is considered disrespectful, which may lead to passive agreement even when families have concerns or do not fully understand recommendations. Effective special education teachers develop strategies to create welcoming environments where diverse families feel comfortable sharing their perspectives, concerns, and cultural knowledge about their children.

Some innovative teacher preparation programs have begun to integrate cultural responsiveness throughout their curricula rather than treating it as a separate topic. Prospective teachers might engage in community-based learning experiences where they spend significant time in communities different from their own, building relationships and understanding local funds of knowledge—the rich resources and capabilities that exist in all communities. They might participate in home visits or community events, gradually developing authentic relationships that inform their professional practice.

Mentorship models pairing novice teachers with experienced educators who demonstrate cultural responsiveness have shown promise in several contexts. These relationships allow new teachers to observe sophisticated practices in action—how to conduct culturally sensitive assessments, facilitate challenging conversations with families, adapt curriculum to be culturally relevant, and advocate for students while respecting family values and priorities. The apprenticeship dimension of learning to teach cannot be replicated through coursework alone.

Professional development for practicing teachers represents an equally important consideration. Many current educators received training before cultural responsiveness in special education received significant attention. Ongoing learning opportunities must go beyond superficial “awareness” activities to engage teachers in deep reflection on their own cultural assumptions and practices. This might involve examining discipline data that reveals disproportionate representation of students from certain cultural backgrounds in special education, analyzing classroom interactions for unconscious bias, or collaborating with colleagues from different backgrounds to develop more equitable practices.

Research on teacher attribution patterns reveals that educators sometimes interpret student behavior through cultural lenses in ways that can either support or undermine learning. For instance, a child’s reluctance to make direct eye contact might be interpreted as indicating inattention or defiance by a teacher from a culture where direct eye contact signals engagement, while the behavior actually reflects the child’s cultural training in showing respect to authority figures. Similarly, collaborative work styles valued in some cultures may be misinterpreted as dependence or inability to work independently.

The systemic barriers to developing culturally responsive special education practice should not be underestimated. Teacher education programs face constraints of time, resources, and competing priorities. Schools serving diverse populations often struggle to recruit teachers who reflect their students’ backgrounds. Assessment instruments and curriculum materials may not be available in multiple languages or culturally adapted versions. Policy frameworks may mandate practices that reflect particular cultural assumptions about education and disability.

Despite these challenges, the imperative to develop culturally competent special education practice grows more urgent as demographic changes continue. The moral and practical dimensions of this work are inseparable—effective special education serves all students better when it recognizes and values the cultural resources they bring, and educational equity demands that we examine how our practices may inadvertently disadvantage students from non-dominant cultural backgrounds.

Questions 14-26

Questions 14-17: Yes/No/Not Given

Write YES if the statement agrees with the views of the writer, NO if the statement contradicts the views of the writer, or NOT GIVEN if it is impossible to say what the writer thinks about this.

14. Traditional teacher training programs provide all the necessary skills for working in diverse educational settings.

15. Cultural humility is superior to cultural competence as an approach to understanding students’ backgrounds.

16. Standardized testing instruments are equally valid for all cultural groups.

17. Teachers should receive higher salaries for working with culturally diverse student populations.

Questions 18-22: Matching Headings

The passage has twelve paragraphs. Choose the correct heading for paragraphs 3-7 from the list of headings below.

List of Headings:
i. The challenge of distinguishing language acquisition from learning disabilities
ii. Historical approaches to special education training
iii. Moving beyond static cultural knowledge
iv. Financial constraints in teacher education
v. The importance of family engagement across cultures
vi. Assessment bias and the need for multiple evidence sources
vii. Technology in culturally responsive teaching
viii. International standards for teacher certification

18. Paragraph 3 ___
19. Paragraph 4 ___
20. Paragraph 5 ___
21. Paragraph 6 ___
22. Paragraph 7 ___

Questions 23-26: Summary Completion

Complete the summary below. Choose NO MORE THAN TWO WORDS from the passage for each answer.

Effective special education in multicultural contexts requires teachers to develop ongoing (23) about their own cultural assumptions rather than simply learning facts about different cultures. When assessing students, teachers must be aware that standardized tests were often developed using populations from (24) , which may not accurately reflect abilities of students from other backgrounds. Creating successful partnerships with families requires understanding that different cultures have varying beliefs about the appropriate (25) in educational decisions. Research shows that teachers sometimes demonstrate (26) when interpreting student behaviors through their own cultural perspectives.

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PASSAGE 3 – Policy Frameworks and Systemic Approaches to Culturally Responsive Special Education

Độ khó: Hard (Band 7.0-9.0)

Thời gian đề xuất: 23-25 phút

The transformation of special education systems to adequately address cultural diversity necessitates more than individual teacher development; it requires comprehensive policy reforms and systemic restructuring that acknowledge the complex interplay between educational practices, cultural values, and institutional structures. The challenge facing contemporary educational systems is to reconcile universal human rights frameworks—which assert that all children have the right to appropriate education—with cultural particularism, which recognizes that definitions of “appropriate” are themselves culturally constructed. This tension lies at the heart of current debates about internationally mandated educational standards and locally responsive implementation.

The United Nations Convention on the Rights of Persons with Disabilities (CRPD), ratified by over 180 countries, represents the most comprehensive international legal framework addressing disability rights, including education. Article 24 specifically addresses the right to inclusive education, requiring states to ensure that persons with disabilities can access education without discrimination and on the basis of equal opportunity. However, the operationalization of these principles reveals significant interpretive variation across cultural contexts. While the Convention articulates what some scholars call cosmopolitan norms—universal principles applicable across all societies—its implementation inevitably encounters localized understandings of disability, education, and human flourishing.

Comparative policy analysis reveals three broad approaches to special education that correlate, though not perfectly, with regional and cultural patterns. The segregated model, where students with disabilities receive education in separate institutions, persists in some contexts despite international pressure toward inclusion. Proponents argue that specialized settings provide concentrated expertise and resources, while critics contend that segregation violates human rights and perpetuates social marginalization. The mainstreaming model places students with disabilities in regular schools but often in separate classrooms or with “pull-out” services. The full inclusion model seeks to educate all students in regular classrooms with appropriate supports, fundamentally reconceiving educational environments to accommodate natural human diversity.

Cultural factors profoundly influence which model predominates in any given context. Societies with collectivist orientations may be more receptive to inclusive approaches that emphasize community membership and mutual interdependence, while also potentially maintaining traditional beliefs about disability that conflict with inclusion principles. Conversely, individualistic cultures that emphasize personal achievement and competition may struggle with inclusion for different reasons—concern that the pace of learning might be affected, or that individual students’ needs for specialized services cannot be met in regular classrooms. These cultural dimensions intersect with political economy factors, including resource availability, educational infrastructure, and the strength of advocacy movements.

The phenomenon of disproportionate representation—where students from certain racial, ethnic, or linguistic minorities are over- or under-represented in special education—exemplifies how systemic factors interact with cultural dynamics. In the United States, African American students, particularly males, are significantly overrepresented in categories such as emotional disturbance and intellectual disability, while being underrepresented in programs for gifted and talented students. Latino students who are English language learners face elevated risk of inappropriate special education placement. Conversely, some Asian American students with legitimate special education needs may be overlooked due to model minority stereotypes.

Critical race theory applications to special education argue that these patterns reflect institutional racism rather than neutral identification processes. The referral process itself may be culturally biased, with teacher perceptions influenced by implicit racial attitudes. Assessment instruments may have construct bias, measuring different things in different cultural groups, or predictive bias, where scores predict outcomes differently across groups. Disciplinary practices that lead to special education referrals may be applied inequitably, with behaviors tolerated in some students triggering consequences for others. Addressing disproportionate representation thus requires not merely improved assessment techniques but fundamental examination of how race, culture, and disability intersect within educational institutions.

Intersectionality frameworks—originally developed to understand how race and gender interact to shape experiences—provide valuable analytical tools for understanding special education’s cultural dimensions. Students exist at the intersection of multiple identity categories: disability, race, ethnicity, language, socioeconomic status, gender, sexual orientation, religion, and immigration status. Each dimension influences how disability is perceived and addressed. For instance, a student who is simultaneously navigating disability, racial minority status, and recent immigration experiences encounters qualitatively different challenges than a student with only one of these characteristics. Policy frameworks that treat “disability” and “cultural diversity” as separate issues fail to capture these complex realities.

Resource allocation represents a crucial policy dimension where cultural values become tangible. Countries vary enormously in the proportion of educational budgets dedicated to special education, from less than 1% to over 15% in some wealthy nations. These differences reflect not only economic capacity but also cultural priorities—how societies value different types of education, whether they view disability support as charity or rights-based entitlement, and whether they prioritize equality (treating everyone the same) or equity (providing differential support based on need). International development contexts face particular challenges, as donor-funded special education programs may import models that fit poorly with local cultural contexts, creating dependency rather than sustainable systems.

Decentralization trends in educational governance create both opportunities and challenges for culturally responsive special education. When decision-making authority moves closer to local communities, policies can theoretically be adapted to cultural contexts. However, decentralization may also exacerbate inequalities if wealthier regions provide better services, and local control sometimes means that prejudices and discriminatory practices face less external accountability. The optimal balance between universal standards and local flexibility remains contested.

Emerging policy innovations attempt to navigate these tensions. Some jurisdictions have developed cultural brokers or family liaison programs that help bridge cultural differences between schools and families. Others employ participatory policy development processes that meaningfully involve diverse community members in designing programs. Culturally adapted assessment protocols are being developed that maintain psychometric rigor while reducing cultural bias. Professional standards for special educators increasingly include cultural competence expectations, though accountability mechanisms for ensuring these competencies are often weak.

The COVID-19 pandemic exposed and amplified existing inequities in special education, with differential impacts across cultural communities. Students with disabilities from marginalized cultural backgrounds faced compounded disadvantages during remote learning: limited access to technology, language barriers in communicating with schools, reduced access to therapeutic services, and parents less able to navigate complex systems or advocate effectively. Post-pandemic recovery efforts present opportunities to “build back better” with more equitable, culturally responsive systems, but risk simply reinscribing previous patterns if not undertaken with intentional attention to cultural equity.

Looking forward, the trajectory of special education policy will likely be shaped by several forces: continued globalization creating increasingly diverse educational contexts; neurodiversity movements challenging medical model frameworks and reframing disability as natural variation; advancing genetic and neurological research potentially enabling earlier identification but also raising ethical questions about intervention; and evolving social movements connecting disability rights with broader equity agendas. The most promising approaches will be those that maintain steadfast commitment to fundamental rights while remaining epistemologically humble about any single culture’s monopoly on understanding human difference and educational needs.

Synthesizing universal principles with cultural diversity requires ongoing negotiation and dialogue, not static solutions. Educational systems must be rigorous and evidence-based while remaining open to multiple forms of evidence and diverse ways of knowing. They must be consistently equitable while recognizing that equity itself may be understood differently across cultural contexts. This productive tension between universalism and particularism, far from being a problem to solve, may be the defining characteristic of special education in our interconnected yet diverse global society.

Questions 27-40

Questions 27-31: Multiple Choice

Choose the correct letter, A, B, C or D.

27. According to the passage, the main tension in special education policy involves:
    A. Limited funding and high demand for services
    B. Universal rights frameworks versus cultural particularism
    C. Teacher training requirements and actual classroom needs
    D. International standards and local educational traditions

28. The passage suggests that the UN Convention on the Rights of Persons with Disabilities:
    A. Has been rejected by most developing countries
    B. Provides identical solutions for all educational contexts
    C. Encounters interpretive variation during implementation
    D. Focuses primarily on physical rather than learning disabilities

29. What does the passage say about collectivist societies and inclusive education?
    A. They always reject inclusive education policies
    B. They may be receptive due to emphasis on community but may also hold conflicting traditional beliefs
    C. They have no traditional beliefs about disability
    D. They have completely abandoned special education

30. According to critical race theory applications mentioned in the passage, disproportionate representation reflects:
    A. Accurate identification of genuine learning differences
    B. Natural variation in ability across populations
    C. Institutional racism rather than neutral processes
    D. Inadequate funding for minority communities

31. The passage describes intersectionality frameworks as:
    A. Outdated theoretical approaches
    B. Only applicable to gender studies
    C. Valuable tools for understanding multiple identity categories
    D. Too complex to apply in educational settings

Questions 32-36: Matching Features

Match each policy approach (A-E) with the correct characteristic (Questions 32-36). You may use any letter more than once.

Policy Approaches:
A. Segregated model
B. Mainstreaming model
C. Full inclusion model
D. Cultural brokers programs
E. Participatory policy development

32. Students with disabilities educated entirely in regular classrooms with support ___

33. Separate institutions specifically for students with disabilities ___

34. Helps bridge cultural differences between schools and families ___

35. Students attend regular schools but often in separate classrooms ___

36. Involves diverse community members in designing programs ___

Questions 37-40: Short-answer Questions

Answer the questions below. Choose NO MORE THAN THREE WORDS from the passage for each answer.

37. What percentage range of educational budgets might wealthy nations dedicate to special education?

38. What movements challenge medical model frameworks by reframing disability as natural variation?

39. What did the COVID-19 pandemic expose and amplify in special education systems?

40. What quality must educational systems maintain while remaining open to diverse ways of knowing?

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Answer Keys – Đáp Án

PASSAGE 1: Questions 1-13

1. B
2. C
3. A
4. B
5. C
6. FALSE
7. TRUE
8. NOT GIVEN
9. TRUE
10. self-fulfilling prophecies
11. extended family (networks)
12. gifts
13. cultural flexibility

PASSAGE 2: Questions 14-26

14. NO
15. NOT GIVEN
16. NO
17. NOT GIVEN
18. iii
19. vi
20. i
21. v
22. iii
23. self-reflection (and self-critique)
24. dominant cultural (groups)
25. role of parents
26. unconscious bias

PASSAGE 3: Questions 27-40

27. B
28. C
29. B
30. C
31. C
32. C
33. A
34. D
35. B
36. E
37. over 15%
38. neurodiversity movements
39. existing inequities
40. rigorous and evidence-based

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Giải Thích Đáp Án Chi Tiết

Passage 1 – Giải Thích

Câu 1: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: primary focus, special education, Western countries
• Vị trí trong bài: Đoạn 2, dòng 4-6
• Giải thích: Bài đọc nói rõ “The emphasis is on early identification and intervention, with significant resources allocated to providing appropriate accommodations.” Đây chính là trọng tâm của hệ thống giáo dục đặc biệt phương Tây. Các đáp án khác đề cập đến các phương pháp của các nền văn hóa khác.

Câu 2: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: medical model, criticized for
• Vị trí trong bài: Đoạn 3, dòng cuối
• Giải thích: Văn bản chỉ ra “critics argue that it can sometimes lead to over-diagnosis and unnecessary labeling of children, potentially creating self-fulfilling prophecies.” Đây là phê phán chính về mô hình y tế.

Câu 3: A

• Dạng câu hỏi: Multiple Choice
• Từ khóa: Asian cultures, developmental delay, preferred
• Vị trí trong bài: Đoạn 4, dòng 3-5
• Giải thích: Bài viết giải thích rằng khái niệm này “reflecting a belief that all children develop at different rates” – phản ánh niềm tin rằng trẻ em phát triển với tốc độ khác nhau, đây là lý do văn hóa châu Á ưu tiên dùng thuật ngữ này.

Câu 4: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: African, Latin American countries, challenge
• Vị trí trong bài: Đoạn 6, dòng đầu
• Giải thích: Đoạn văn mở đầu bằng “Limited resources and large class sizes mean that individualized support is often impractical” – nguồn lực hạn chế và quy mô lớp học lớn là thách thức chính.

Câu 6: FALSE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: Western countries, identical assessment tools
• Vị trí trong bài: Đoạn 2
• Giải thích: Bài đọc không nói tất cả các nước phương Tây dùng công cụ đánh giá giống hệt nhau. Nó chỉ nói họ sử dụng “standardized tests” nhưng không đề cập đến tính đồng nhất hoàn toàn.

Câu 7: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: social stigma, Asian cultures, delayed intervention
• Vị trí trong bài: Đoạn 5, dòng 2-4
• Giải thích: Bài viết nói rõ “there may be social stigma attached to having a child formally identified as having special needs. This can lead to underreporting and delayed intervention.”

Câu 9: TRUE

• Dạng câu hỏi: True/False/Not Given
• Từ khóa: UNESCO, promotes, inclusive education
• Vị trí trong bài: Đoạn 8, dòng đầu
• Giải thích: Văn bản khẳng định “The concept of inclusive education has gained international traction, promoted by organizations like UNESCO.”

Câu 10: self-fulfilling prophecies

• Dạng câu hỏi: Sentence Completion
• Từ khóa: critics worry, medical model
• Vị trí trong bài: Đoạn 3, câu cuối
• Giải thích: Bài đọc sử dụng chính xác cụm từ “self-fulfilling prophecies” để chỉ những tiên đoán tự ứng nghiệm khi học sinh đáp ứng các kỳ vọng thấp hơn.

Câu 13: cultural flexibility

• Dạng câu hỏi: Sentence Completion
• Từ khóa: effective systems, combine, rigorous assessment
• Vị trí trong bài: Đoạn cuối, dòng đầu
• Giải thích: Câu trong bài: “Research suggests that the most effective special education systems are those that combine rigorous assessment with cultural flexibility.”

Passage 2 – Giải Thích

Câu 14: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: traditional teacher training, necessary skills, diverse settings
• Vị trí trong bài: Đoạn 1-2
• Giải thích: Tác giả rõ ràng không đồng ý với quan điểm này. Đoạn 1 nói rằng thách thức “extends far beyond mere technical training” và đoạn 2 nhấn mạnh “this technical knowledge remains essential, it represents only one dimension” – cho thấy đào tạo truyền thống không đủ.

Câu 15: NOT GIVEN

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: cultural humility, superior, cultural competence
• Vị trí trong bài: Đoạn 3
• Giải thích: Bài viết giải thích sự khác biệt giữa hai khái niệm nhưng không khẳng định cái nào “superior” (tốt hơn). Nó chỉ nói cultural humility là một cách tiếp cận khác.

Câu 16: NO

• Dạng câu hỏi: Yes/No/Not Given
• Từ khóa: standardized testing, equally valid, all cultural groups
• Vị trí trong bài: Đoạn 4
• Giải thích: Tác giả không đồng ý. Bài viết nói rõ các công cụ “were typically developed and normed on populations from dominant cultural groups” và có thể “yield results that reflect cultural differences…rather than genuine learning disabilities.”

Câu 18: iii (Moving beyond static cultural knowledge)

• Vị trí: Đoạn 3
• Giải thích: Đoạn này thảo luận về cultural humility như một quá trình liên tục vượt ra ngoài các khái niệm tĩnh về năng lực văn hóa.

Câu 19: vi (Assessment bias and the need for multiple evidence sources)

• Vị trí: Đoạn 4
• Giải thích: Đoạn này tập trung vào thực hành đánh giá, thiên kiến trong kiểm tra chuẩn hóa và nhu cầu sử dụng nhiều dạng bằng chứng.

Câu 20: i (The challenge of distinguishing language acquisition from learning disabilities)

• Vị trí: Đoạn 5
• Giải thích: Đoạn này đề cập cụ thể đến khó khăn trong việc phân biệt giữa quá trình học ngôn ngữ thứ hai và khó khăn xử lý nhận thức thực sự.

Câu 21: v (The importance of family engagement across cultures)

• Vị trí: Đoạn 6
• Giải thích: Đoạn văn bàn về quan hệ đối tác giữa gia đình và nhà trường, vai trò khác nhau của phụ huynh trong các nền văn hóa.

Câu 23: self-reflection (and self-critique)

• Từ khóa: teachers develop ongoing
• Vị trí: Đoạn 3
• Giải thích: Bài viết định nghĩa cultural humility là “an ongoing process of self-reflection and self-critique.”

Câu 24: dominant cultural (groups)

• Từ khóa: standardized tests, developed using populations
• Vị trí: Đoạn 4
• Giải thích: Câu gốc: “developed and normed on populations from dominant cultural groups.”

Câu 25: role of parents

• Từ khóa: families, varying beliefs about
• Vị trí: Đoạn 6
• Giải thích: Bài viết nói “Different cultures hold varying beliefs about the appropriate role of parents in educational decision-making.”

Câu 26: unconscious bias

• Từ khóa: teachers sometimes demonstrate, interpreting student behaviors
• Vị trí: Đoạn 10
• Giải thích: Văn bản đề cập đến “analyzing classroom interactions for unconscious bias” trong bối cảnh giải thích hành vi học sinh.

Passage 3 – Giải Thích

Câu 27: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: main tension, special education policy
• Vị trí trong bài: Đoạn 1, giữa đoạn
• Giải thích: Bài viết nói rõ “The challenge facing contemporary educational systems is to reconcile universal human rights frameworks…with cultural particularism” – đây là sự căng thẳng cốt lõi.

Câu 28: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: UN Convention, Rights of Persons with Disabilities
• Vị trí trong bài: Đoạn 2
• Giải thích: Bài viết chỉ ra “the operationalization of these principles reveals significant interpretive variation across cultural contexts” – việc triển khai gặp phải sự khác biệt về cách hiểu.

Câu 29: B

• Dạng câu hỏi: Multiple Choice
• Từ khóa: collectivist societies, inclusive education
• Vị trí trong bài: Đoạn 4, giữa đoạn
• Giải thích: Văn bản giải thích “Societies with collectivist orientations may be more receptive to inclusive approaches…while also potentially maintaining traditional beliefs about disability that conflict with inclusion principles” – thể hiện cả khả năng tiếp nhận và xung đột tiềm ẩn.

Câu 30: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: critical race theory, disproportionate representation
• Vị trí trong bài: Đoạn 6, dòng đầu
• Giải thích: Bài viết khẳng định “Critical race theory applications to special education argue that these patterns reflect institutional racism rather than neutral identification processes.”

Câu 31: C

• Dạng câu hỏi: Multiple Choice
• Từ khóa: intersectionality frameworks
• Vị trí trong bài: Đoạn 7, dòng đầu
• Giải thích: Văn bản nói rõ “Intersectionality frameworks…provide valuable analytical tools for understanding special education’s cultural dimensions” và mô tả cách chúng giúp hiểu các danh mục nhận dạng đa chiều.

Câu 32: C (Full inclusion model)

• Giải thích: Đoạn 3 định nghĩa full inclusion model là “educate all students in regular classrooms with appropriate supports.”

Câu 33: A (Segregated model)

• Giải thích: Đoạn 3 mô tả segregated model là “students with disabilities receive education in separate institutions.”

Câu 34: D (Cultural brokers programs)

• Giải thích: Đoạn 10 nói “cultural brokers or family liaison programs that help bridge cultural differences between schools and families.”

Câu 35: B (Mainstreaming model)

• Giải thích: Đoạn 3 giải thích mainstreaming model là “places students with disabilities in regular schools but often in separate classrooms.”

Câu 36: E (Participatory policy development)

• Giải thích: Đoạn 10 mô tả “participatory policy development processes that meaningfully involve diverse community members in designing programs.”

Câu 37: over 15%

• Từ khóa: educational budgets, wealthy nations, dedicate
• Vị trí: Đoạn 8
• Giải thích: Bài viết nói “from less than 1% to over 15% in some wealthy nations” khi nói về tỷ lệ ngân sách giáo dục dành cho giáo dục đặc biệt.

Câu 38: neurodiversity movements

• Từ khóa: challenge medical model, reframing disability
• Vị trí: Đoạn 11
• Giải thích: Văn bản đề cập “neurodiversity movements challenging medical model frameworks and reframing disability as natural variation.”

Câu 39: existing inequities

• Từ khóa: COVID-19 pandemic, exposed and amplified
• Vị trí: Đoạn 11, dòng đầu
• Giải thích: Câu gốc: “The COVID-19 pandemic exposed and amplified existing inequities in special education.”

Câu 40: rigorous and evidence-based

• Từ khóa: educational systems maintain, open to diverse ways
• Vị trí: Đoạn 12
• Giải thích: Bài viết kết luận “Educational systems must be rigorous and evidence-based while remaining open to multiple forms of evidence.”

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Từ Vựng Quan Trọng Theo Passage

Passage 1 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
fundamental	adj	/ˌfʌndəˈmentl/	cơ bản, nền tảng	fundamental goal of helping children	fundamental principle, fundamental right
diagnostic	adj	/ˌdaɪəɡˈnɒstɪk/	chẩn đoán	detailed diagnostic categories	diagnostic test, diagnostic tool
individualized	adj	/ˌɪndɪˈvɪdʒuəlaɪzd/	được cá nhân hóa	individualized education plans	individualized approach, individualized instruction
intervention	n	/ˌɪntəˈvenʃn/	sự can thiệp	targeted interventions from trained teachers	early intervention, intervention strategy
predominate	v	/prɪˈdɒmɪneɪt/	chiếm ưu thế, phổ biến	The medical model predominates in these contexts	predominate over, predominantly
sophisticated	adj	/səˈfɪstɪkeɪtɪd/	tinh vi, phức tạp	sophisticated assessment tools	sophisticated system, sophisticated technology
self-fulfilling prophecy	n	/self fʊlˈfɪlɪŋ ˈprɒfəsi/	tiên đoán tự ứng nghiệm	creating self-fulfilling prophecies	become a self-fulfilling prophecy
stigma	n	/ˈstɪɡmə/	sự kỳ thị, nhãn hiệu xấu	social stigma attached to having a child	social stigma, carry stigma
underreporting	n	/ˌʌndərɪˈpɔːtɪŋ/	việc báo cáo thiếu	can lead to underreporting	underreporting of cases
indigenous	adj	/ɪnˈdɪdʒənəs/	bản địa	indigenous cultures around the world	indigenous people, indigenous knowledge
holistic	adj	/həʊˈlɪstɪk/	toàn diện	spiritual or holistic frameworks	holistic approach, holistic view
mandate	v	/ˈmændeɪt/	ủy quyền, yêu cầu	mandated by the UN Convention	mandated by law, government-mandated

Passage 2 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
pedagogical	adj	/ˌpedəˈɡɒdʒɪkl/	thuộc về sư phạm	pedagogical preparation of educators	pedagogical approach, pedagogical method
multifaceted	adj	/ˌmʌltiˈfæsɪtɪd/	nhiều khía cạnh	multifaceted challenge	multifaceted problem, multifaceted approach
deficit-based	adj	/ˈdefɪsɪt beɪst/	dựa trên thiếu hụt	deficit-based models	deficit-based thinking
remediation	n	/rɪˌmiːdiˈeɪʃn/	sự khắc phục	remediation techniques	remediation program, remediation strategy
paradigm shift	n	/ˈpærədaɪm ʃɪft/	sự thay đổi mô thức	paradigm shift toward culturally responsive	undergo paradigm shift
cultural humility	n	/ˈkʌltʃərəl hjuːˈmɪləti/	sự khiêm tốn văn hóa	develop cultural humility	demonstrate cultural humility
inherent	adj	/ɪnˈhɪərənt/	vốn có, cố hữu	inherent limitations of understanding	inherent problem, inherent risk
paraphrase	n	/ˈpærəfreɪz/	lời diễn đạt lại	recognize these limitations and seeks multiple forms	passive agreement, passive resistance
apprenticeship	n	/əˈprentɪsʃɪp/	sự học nghề	apprenticeship dimension of learning	apprenticeship model, apprenticeship program
attribution	n	/ˌætrɪˈbjuːʃn/	sự quy kết	teacher attribution patterns	attribution error, attribution theory
unconscious bias	n	/ʌnˈkɒnʃəs ˈbaɪəs/	thiên kiến vô thức	analyzing interactions for unconscious bias	overcome unconscious bias
inadvertently	adv	/ˌɪnədˈvɜːtəntli/	vô tình, không cố ý	may inadvertently disadvantage students	inadvertently cause, inadvertently create
funds of knowledge	n	/fʌndz əv ˈnɒlɪdʒ/	nguồn tri thức	understanding local funds of knowledge	tap into funds of knowledge
disproportionate	adj	/ˌdɪsprəˈpɔːʃənət/	không cân đối	disproportionate representation of students	disproportionate impact, disproportionate number
equity	n	/ˈekwəti/	sự công bằng	develop more equitable practices	achieve equity, promote equity

Passage 3 – Essential Vocabulary

Từ vựng	Loại từ	Phiên âm	Nghĩa tiếng Việt	Ví dụ từ bài	Collocation
systemic	adj	/sɪˈstemɪk/	có hệ thống	systemic restructuring	systemic change, systemic problem
interplay	n	/ˈɪntəpleɪ/	sự tương tác	complex interplay between practices	interplay between, interplay of
particularism	n	/pəˈtɪkjələrɪzəm/	chủ nghĩa đặc thù	cultural particularism	cultural particularism
ratify	v	/ˈrætɪfaɪ/	phê chuẩn	ratified by over 180 countries	ratify a treaty, ratify an agreement
operationalization	n	/ˌɒpərəʃənəlaɪˈzeɪʃn/	sự vận hành	operationalization of these principles	operationalization of concepts
cosmopolitan	adj	/ˌkɒzməˈpɒlɪtən/	thuộc thế giới	cosmopolitan norms	cosmopolitan culture, cosmopolitan values
marginalization	n	/ˌmɑːdʒɪnəlaɪˈzeɪʃn/	sự gạt ra ngoài lề	perpetuates social marginalization	social marginalization, economic marginalization
collectivist	adj	/kəˈlektɪvɪst/	tập thể	collectivist orientations	collectivist culture, collectivist society
interdependence	n	/ˌɪntədɪˈpendəns/	sự phụ thuộc lẫn nhau	mutual interdependence	interdependence between, global interdependence
disproportionate representation	n	/ˌdɪsprəˈpɔːʃənət ˌreprɪzenˈteɪʃn/	đại diện không cân đối	disproportionate representation in special education	address disproportionate representation
implicit	adj	/ɪmˈplɪsɪt/	ngầm hiểu	implicit racial attitudes	implicit bias, implicit assumption
construct bias	n	/ˈkɒnstrʌkt ˈbaɪəs/	thiên kiến cấu trúc	may have construct bias	minimize construct bias
intersectionality	n	/ˌɪntəˌsekʃəˈnæləti/	tính giao thoa	intersectionality frameworks	intersectionality theory
navigate	v	/ˈnævɪɡeɪt/	điều hướng	navigating disability and racial minority status	navigate challenges, navigate complexities
decentralization	n	/diːˌsentrəlaɪˈzeɪʃn/	sự phân quyền	decentralization trends in governance	decentralization of power
exacerbate	v	/ɪɡˈzæsəbeɪt/	làm trầm trọng thêm	may exacerbate inequalities	exacerbate problems, exacerbate tensions
psychometric	adj	/ˌsaɪkəˈmetrɪk/	đo lường tâm lý	maintain psychometric rigor	psychometric assessment, psychometric properties
epistemologically	adv	/ɪˌpɪstɪməˈlɒdʒɪkli/	về mặt nhận thức luận	epistemologically humble	epistemologically sound
steadfast	adj	/ˈstedfɑːst/	kiên định	steadfast commitment to rights	steadfast support, remain steadfast

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Kết Bài

Chủ đề về sự khác biệt văn hóa trong đáp ứng nhu cầu giáo dục đặc biệt (Cultural differences in addressing special education needs) không chỉ là một đề tài học thuật quan trọng mà còn phản ánh những thách thức thực tế mà các hệ thống giáo dục trên toàn cầu đang phải đối mặt. Qua bộ đề thi mẫu này, bạn đã được luyện tập với ba passages có độ khó tăng dần, từ Easy đến Medium và Hard, giúp bạn làm quen với cấu trúc và yêu cầu của IELTS Reading một cách toàn diện.

Ba passages đã cung cấp góc nhìn đa chiều về chủ đề: từ cái nhìn tổng quan về các quan điểm văn hóa khác nhau (Passage 1), đến việc đào tạo giáo viên và năng lực văn hóa (Passage 2), và cuối cùng là các khung chính sách và cách tiếp cận hệ thống (Passage 3). Mỗi passage không chỉ kiểm tra kỹ năng đọc hiểu mà còn giúp bạn mở rộng vốn hiểu biết về một vấn đề toàn cầu quan trọng. Nếu bạn quan tâm đến cách các yếu tố văn hóa ảnh hưởng đến giáo dục, hãy tham khảo thêm về cultural differences in learning styles and student success để hiểu rõ hơn về mối liên hệ giữa phong cách học tập và văn hóa.

Đáp án chi tiết kèm giải thích đã giúp bạn không chỉ biết câu trả lời đúng mà còn hiểu tại sao đó là đáp án chính xác, vị trí thông tin xuất hiện ở đâu trong bài, và cách paraphrase được sử dụng giữa câu hỏi và passage. Đây là kỹ năng cốt lõi để đạt band điểm cao trong IELTS Reading. Tương tự như cách tiếp cận đa văn hóa trong giáo dục đặc biệt, việc hiểu cultural diversity in science and technology education cũng đòi hỏi sự nhạy cảm văn hóa tương tự trong các lĩnh vực giáo dục khác.

Bảng từ vựng được phân loại theo từng passage với phiên âm, nghĩa tiếng Việt, ví dụ và collocations sẽ là tài liệu quý giá để bạn xây dựng vốn từ học thuật. Hãy chú ý đặc biệt đến các từ được làm đậm trong passages – đây là những từ vựng và cấu trúc ngữ pháp quan trọng thường xuất hiện trong các bài thi IELTS Reading thực tế. Việc phát triển những kỹ năng này cũng hữu ích khi bạn nghiên cứu về cultural influences on student participation in sports education, một lĩnh vực khác mà văn hóa đóng vai trò quan trọng trong giáo dục.

Hãy sử dụng đề thi này như một công cụ thực hành hiệu quả, luyện tập trong điều kiện như thi thật với giới hạn thời gian, sau đó phân tích kỹ những câu trả lời sai để cải thiện. Bối cảnh toàn cầu hóa ngày nay, khi chúng ta chứng kiến sự phát triển nhanh chóng của xã hội, việc hiểu impact of industrialization on social structures cũng giúp ta nhận thức rõ hơn về những thay đổi trong cách tiếp cận giáo dục. Đồng thời, trong thời đại số, việc quan tâm đến challenges of ensuring digital privacy cũng trở nên cấp thiết khi các hệ thống giáo dục đặc biệt ngày càng số hóa và lưu trữ dữ liệu nhạy cảm về học sinh. Chúc bạn ôn tập hiệu quả và đạt được band điểm mục tiêu trong kỳ thi IELTS sắp tới!