Presentation on theme: "INCLUSIVE EDUCATION IN CAMBODIA: PRACTICES AND INITIATIVES; 2nd Annual Forum of SEAMEO Member countries and Associate Member; Danang City,"— Presentation transcript:
1 INCLUSIVE EDUCATION IN CAMBODIA: PRACTICES AND INITIATIVES; 2nd Annual Forum of SEAMEO Member countries and Associate Member; Danang City, Viet Nam, October, 2011Mr. Un Siren,Vice Chief of Special Education Office (SEO),Primary Education Department (PED)Ministry of Education Youth and Sport (MoEYS)Kingdom of Cambodia
2 OutlineI-International and National Standards and Policy Framework II-Ministry Initiative and Provisions III-Best Practices IV-Challenges V-Future Directions VI-Conclusion
3 I-International and National Standards and Policy Framework International context:Royal Government of Cambodia is signatory toand has expressed support for:2008 UN Convention on the Rights of Persons with Disabilities (UNCRPD)2006 Bangkok Statement on Achieving Rights-based
4 Education for All by 2015 2003 Biwako Millennium Framework for Action 1994 Salamanca Statement on Special Needs EducationEducation for All by 2015In Cambodia includes all traditionally excluded and vulnerable groups, such as girls, poor children, children from ethnic and linguistic minorities, children with disabilities, children living in remote areas, and orphaned, sick or trafficked children etc.
5 National Policy Framework: ConstitutionEducation Law, 2007Law on the Protection and the Promotionof Rights of Persons with Disabilities, 2009National Policy and Master Plan onEducation for Children with Disabilities, 2008/2009National Plan of Action for Persons with Disabilities, including Landmine Survivors 2009
6 Education LawArticle 39 (Rights of disabled learners) states that disable learners have the same rights as able learners and have separate special rights:Disabled learners of either sex have the right to study with able learners if there is sufficient facilitation in the study processDisabled learners who are not able to learn with able learners, even with facilitation, have separate special classes at community schools in their locality.
7 Law on the Protection and Promotion of the Rights of Persons with Disabilities Ministry of Education should encourage disabled students to be in regular education classrooms and integrated classrooms (Article 28) and students with appropriate supports (Article 29)
8 II-Ministry Initiative and Provisions CFS Policy was approved in March, 2007School Mapping Policy was approved in 2007Policy was approved in March, 2008Master Plan was approved in September, 2009
9 -National Policy on Education of CWD, 2008 Increase awareness and acceptance of disabilities among communities, relevant institutions and stakeholdersProvide early identification and intervention to all children with disabilities from birth to five yearsProvide quality education, life skills for disabilities equitably and effectivelyIncrease enrollment, promotion and survival rates in schools
10 -National Plan of Action for Persons with Disabilities, including Landmine Survivors 2009 (NPA) NPA for PWDs, LandmineSurvivors was approved in 2009(Part 4: Psychological support and social reintegration)Raising communities awareness of disabilitiesImproving access for CWDs in schoolsTeachers/trainers training on Inclusive EducationInclusive educational services for deaf and blindIncrease the uptake of sport by PWDs
13 Special Education Services Limited educational services for children with disabilities began in mid-1990s as special schoolsAll run by NGOsRabbit School
14 III-Best PracticesFocus on integrated and inclusive classes instead of special schools through teachers trainingAwareness-raising and dissemination of information on inclusive education for children with disabilitiesMedia campaigns on disability awareness raising and prevention: brochures, TV, radio spots and P posters
15 Prevalence study for identification and referral of out of school children, including children with disabilities.Determine prevalence of out of school children, including CWDsDevelop systematic process of data collection in EMIS for planning purposes
16 Focus on Inclusive and Integrated Classes through Teacher Training Training teachers on basic IEDeveloping specialized curriculum with NGOs
17 IV-ChallengesCritical shortage of teachers in regular education affects availability of qualified teachers trained in inclusive education or in specialized coursesLimited financial resources: Some schools either have no ramps or accessible toilets or the ramps are not built to universal design specifications.
18 V-Future Directions Specialized courses Systematic identification and referral of CWDAwareness-Raising and Attitude Change
19 VI-Conclusion Some constraint: Families cooperation Shortage of resourcesHigh number of PWDsMinistry strategies:IE programReaching the un-reachedCollaboration
20 Inclusive Education in Cambodia: Practices and Initiatives Thank youInclusive Education in Cambodia:Practices and Initiatives