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?