Cambodia Situational Analysis of the Education of Children with Disabilities in Cambodia Report

Cambodia has a long-standing history of directly addressing disability issues, from supporting the rehabilitation of landmine survivors to promoting the current disability-inclusive development. To facilitate the government’s interest and commitment in moving toward a more inclusive system, the United States Agency for International Development (USAID) has provided supplemental funding to the All Children Reading project in Cambodia to help strengthen inclusive education for children with disabilities in the country. To ground All Children Reading-Cambodia’s inclusive education programming, a situational analysis of the education of children with disabilities in Cambodia was conducted from November 2017 to February 2018. Through this multimodal assessment, All Children Reading-Cambodia reviewed more than 80 documents, laws, and academic articles; conducted interviews with 52 stakeholders from 20 organizations; and distributed, compiled, and analyzed 27 surveys from Disabled Persons Organization (DPO) members and 53 surveys from parents of children with disabilities in Cambodia. The Special Education Department (SED) of the Ministry of Education, Youth and Sport (MoEYS) and the Cambodian Disabled People’s Organization (CDPO) were key partners throughout the situational analysis. More specifically, the situational analysis focuses on the following core research questions: • What findings and/or recommendations can be used to develop activities, strategies, materials, and other forms of support related to All Children Reading-Cambodia? • How can this additional information best support the MoEYS in its efforts to provide quality education for children with disabilities in Cambodia? • Who are the stakeholders or potential partners currently engaged in inclusive education?

Disabilities inclusive education systems and policies guide for low- and middle-income countries

Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.

RTI School and Classroom Disabilities Inclusion Guide for Low and Middle Income Countries

Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all children in quality education, including children with various types of disabilities or other learning challenges—has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.