Englalin Ek
Cambodian Education Forum
Phnom Penh, Cambodia
Innovations and Challenges in Cambodian Education: Youth’s Perspectives
Edited by Kimkong Heng, Koemhong Sol, Sopheap Kaing, and Sereyrath Em
© Cambodian Education Forum 2023
Summary
Education is a basic form of human right and is the noblest means of saving people from poverty in a sustainable manner. Therefore, no one in society shall be excluded from having equal access to education. Drawing on secondary sources, this chapter addresses the development of inclusive education for children with disabilities in Cambodia. It focuses on three aspects: recent progress, challenges, and ways forward. The chapter begins with a brief background of inclusive education. It then discusses the importance and definition of inclusive education. Next, it highlights the recent progress made by the Cambodian government and partnering organizations. The chapter also examines the challenges that hinder the efficient growth of the sector, focusing on attributional, physical, and institutional barriers. The chapter concludes with ways forward that should be taken by all concerned stakeholders, including the government, partnering organizations, and individuals, to enable a smooth delivery and effective implementation of inclusive education for children with disabilities in Cambodia.
Keywords: Inclusive education; children with disabilities; challenges; Cambodia
Introduction
Children with disabilities are argued to be among the most vulnerable members of society (UNICEF, 2018b). Approximately 10% of the children in Cambodia have some form of disability, with speech-to-cognition impairments being the most apparent (Brizendine, 2020). There is a strong correlation between disability and poverty; hence, if children with disabilities are not provided with high-quality and equitable education from the start, the proportion of impoverished people will remain constant. Education must be made accessible to every child simply because of one basic reason, that is, to transform life toward prosperity (Global Education Monitoring, 2018). However, the education that Cambodia offers nowadays is far from accessible to every child (UNICEF, 2018a). Despite agreements, promises, and noticeable progress, the extent to which targets have been accomplished remains an unfinished task. Basically, Cambodia needs to make sure that education is as inclusive as possible if it wishes to see a reduction in poverty in the long run. Research has shown a correlation between inclusive education for children with disabilities and poverty rate reduction because inclusive education has proven to have economic benefits (Hehir et al., 2016).
Recognizing the world’s ambitions to make learning inclusive for students with difficulties, Cambodia has signed various agreements in exchange for equal rights and the participation of disabled members in society (Ministry of Education, Youth and Sport [MoYES], 2019). Partnering with foreign-initiated projects is also progressing at a satisfying pace, yet challenges remain. Unfortunately, children with disabilities in Cambodia are at high risk of not receiving educational services. They are twice as likely to be out of school compared to normal children, making them unable to thrive and reach their full potential (MoEYS, 2021a). At the same time, the proportion of students with disabilities who have access to education remains limited, and many are still isolated or alienated under the guise of inclusive education (Nishio, 2019). According to MoEYS (2021a), 17,300 Cambodian students with disabilities received access to basic education in the 2019-2022 academic year. Although tremendous progress has been made with the establishment of inclusive schools, strategic goals, and policies, issues remain central to the growth and development of disabled inclusion (IKEA Foundation, 2017). Moreover, common issues, such as the lack of conveniently located facilities, inadequate understanding among parents regarding the rights of children with disabilities to education, and insufficient enforcement of relevant laws, make inclusive education in Cambodia underdeveloped (Sen, 2018).
Drawing on secondary sources, this chapter provides a quick overview of inclusive education for children with disabilities in Cambodia and briefly defines inclusive education and, more specifically, inclusive education for children with disabilities. It then elaborates on the progress made by both the Cambodian government and partnering organizations. Before concluding, the chapter offers ways forward to improve the equality and quality of inclusive education for children with disabilities in Cambodia.
What is inclusive education?
Above all, it is essential to understand what inclusive education means. Often expressed through common statements such as “All means all” or “No child left behind,” these statements indicate that every learner matters equally. Inclusive education refers to the premise that schools serve as a platform for all children or pupils in spite of their learning differences (UNICEF, n.d.). In other words, they participate socially, come together, and learn based on their individual needs. Ideally, it is a process of placing students in mainstream classrooms without requiring structural adjustments to organization, curriculum, and teaching and learning strategies; it should be a system that is effective, efficient, and successful in response to a diversity of students in its locality (Hehir et al., 2016; Kartika, 2017; UNICEF, 2007). Unfortunately, according to UNESCO (2022), learners all over the world are being excluded from getting proper access to high-quality education due to various aspects such as sex, gender orientation, ethnic or social origin, language, religion, nationality, economic condition, or abilities.
Inclusive education for children with disabilities
Inclusive education for children with disabilities is generally perceived as an approach to meeting their needs within general educational settings (UNESCO, 1994). In other words, inclusive education includes everyone without making a distinction between non-disability and disability (Alliance for Inclusive Education, n.d.). However, according to the United Nations Convention on the Rights of Persons with Disabilities, people with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments (United Nations, 2007). Such impairments, when combined with other societal barriers, can hinder full participation with others on an equal basis (UNRWA, 2017). In fact, if a school is designated primarily for children with disabilities, it is considered a form of ‘segregation.’ Similarly, if children are placed in a special or separated unit, it is also referred to as ‘segregation.’ On the other hand, if both children with and without disabilities are included in mainstream settings but lack appropriate support and accommodations, this is known as ‘integration’ (Alliance for Inclusive Education, n.d.).
The government’s efforts to promote inclusive education for children with disabilities
Cambodia went through a historic period of civil war that eventually left many people with disabilities, primarily due to mine explosions. However, disabilities in Cambodia are not limited to war-related incidents. Traffic accidents, work accidents, prenatal and postnatal conditions, as well as the aging population, are no exceptions to the reasons behind disabilities among some Cambodians (MoEYS, 2018). Statistically, according to the National Institute of Statistics (2014), there were 301,629 persons with disabilities, which was equivalent to 2.06% of the total population of 14,676,591 at that time. In 2019, the total number of children with disabilities in Cambodia was roughly 45,000 in primary schools and almost 7,000 in secondary schools (MoEYS, 2021b).
Certainly, the Cambodian government has taken significant steps to ensure that children with disabilities have the same rights to education as their counterparts. To exemplify, in compliance with the Constitution, Education Law, Law on the Protection and Promotion of the Rights of Persons with Disabilities, and other related policies, MoEYS has developed the Policy on Inclusive Education (MoEYS, 2018). The policy establishes a vision, goals, objectives, strategies, and an implementation plan to promote the rights of persons with disabilities in exchange for equitable quality education and lifelong learning opportunities for all (Nishio, 2019). From 2008 to 2018, the government implemented various policies to address educational inequality and ensure equal access to education for children with disabilities, regardless of their socioeconomic background, gender, geographical state, or ethnicity. As a result, 54,838 children and youth with disabilities, including 22,621 girls, were enrolled in schools in the 2017-2018 school year (MoEYS, 2018).
According to Nishio (2019), there are currently five special education high schools in Cambodia, including in Phnom Penh Thmey, Chbar Ampov, Battambang, Siem Reap, and Kampong Cham provinces (see Tables 7.1 and 7.2). These special education schools cater to students who have visual or hearing impairments or those with intellectual disabilities (Nishio, 2019). Furthermore, MoEYS has recently established a national institute for special education, called the National Institute of Special Education, located in Khan Sen Sok, Phnom Penh, and transformed the Hands of Hope Center in Takhmao town into a public school with the support and funding of the Royal Government of Cambodia. In addition, teachers at the center also received the status of public teachers (Ou, 2021).
Table 7.1. Number of students in special schools for the visually impaired
| Number of classes | Male | Female | Total students | |
| Phnom Penh | 41 | 66 | 19 | 85 |
| Kampong Cham | 12 | 67 | 28 | 95 |
| Battambang | 13 | 28 | 6 | 34 |
| Siem Reap | 12 | 21 | 8 | 29 |
| Total | 78 | 182 | 61 | 243 |
Table 7.2. Number of students in special schools for the hearing impaired
| Number of classes | Male | Female | Total students | |
| Phnom Penh | 12 | 90 | 37 | 127 |
| Kampong Cham | 12 | 89 | 31 | 120 |
| Battambang | 13 | 66 | 30 | 96 |
| Siem Reap | 13 | 100 | 40 | 140 |
| Total | 50 | 345 | 138 | 483 |
In brief, in recent years, there has been noticeable progress in strengthening inclusive education in Cambodia, including the establishment of the National Institute of Special Education, the development of clear policies on inclusive education, the adoption of supporting policies and action plans on inclusive education, and the development of roadmaps for further improvement of educational services for children with disabilities. These initiatives are in line with the Education Strategic Plan 2019-2023 (MoEYS, 2021a).
Partnering organizations’ contributions to promote inclusive education for children with disabilities in Cambodia
A number of non-governmental organizations (NGOs) are working to promote inclusive education in Cambodia, such as the Rabbit School, Save the Children, and Aide-et-Action. Working alongside the government, the Rabbit School Organization is participating in a working group led by MoEYS and international non-profit organizations, such as Save the Children, to develop the National Manual on Teaching Children with Intellectual Disabilities, Learning Disabilities and Autism Spectrum Disorder. This manual aims to support teachers in creating integrated and inclusive classrooms. Likewise, Aide-et-Action’s Schooling for Deaf and Blind Children focuses primarily on integrating kids into the general classroom, equipping teachers with the knowledge and skills to teach children with disabilities, providing needed materials, and helping parents send their kids to school. So far, the project has established 44 integrated classes in 13 provinces, delivered education to 227 deaf students and 34 blind students, and conducted specialized training for 94 public school teachers and directors to effectively meet the needs of children with disabilities (Morris, 2012). In response to the increased number of children with disabilities who continue to experience exclusion and social isolation, Save the Children, with the support of the school support committee, worked on a three-year project to support more than 3,000 students aged 6-14 years to have access to primary education, thrive in school, and remain enrolled (Save the Children, 2012).
It is obvious that the partnering organizations have made significant contributions to inclusive education, outperforming the government’s efforts in certain areas. The gap is crystal clear when children with disabilities get the most support from NGOs such as Rabbit School and Aide et Action. For example, Srey Theav, a girl living in Siem Reap province diagnosed with Down syndrome from birth, was able to enroll in a public school with the support of Rabbit School Organization and Aide et Action after other public schools had rejected her due to the limitations of both funding and specialized human resources exclusively for children with disabilities (Redmond, 2021).
Similarly, a USAID-funded project known as Children Reading-Cambodia has provided opportunities and access to education for children who have hearing problems in the same way as children without disabilities in Steung Sen and Kampong Svay districts, Kampong Thom province. Moreover, the project provided training to volunteer teachers and deaf volunteers on sign language and teaching methodologies, as well as the use of learning and teaching materials (MoEYS, 2021a).
Catholic Relief Services is another organization that has initiated a number of plans to support inclusive education in Cambodia, including the implementation of inclusive education activities for young children and the provision of digital recording materials to the Department of Special Education. Moreover, this organization has promoted and launched inclusive and educational games on MoEYS’s website for preschool children in collaboration with other ministries (MoEYS, 2021a).
Despite the fact that numerous accomplishments have been made, many barriers remain to hinder the desirable growth everyone wishes to see. Key challenges to the provision of inclusive education in Cambodia, particularly for children with disabilities, are discussed in the next section.
Challenges to inclusive education and children with disabilities
The most difficult barriers for children with disabilities are arguably those that are attitudinal and financial in nature (Ann-Marit, 2015). Moreover, barriers that hamper equal participation for children with disabilities can be classified into three categories: attitudinal, physical (structural and communication), and institutional (UNRWA, 2017).
Firstly, attitudinal barriers involve negative attitudes and stereotypes toward children with disabilities. They are often perceived as incapable, dependent, or vulnerable. For instance, children with disabilities frequently face social stigmatization, a common religious misinterpretation that disability is the consequence of one’s Karma committed in the previous life (Save the Children, 2012). These incorrect religious thoughts continue to make people look down on children with disabilities. In light of this belief, many children with disabilities do not get the chance to get a proper education, are disincentivized to get the service, and are less expected to go to school (Save the Children, 2012). In addition, children with disabilities often face social discrimination from teachers and peers at school, leading to insults and bullying (MoEYS, 2021b). Parents sometimes also play a role in perpetuating discrimination and exclusion among children with disabilities. According to Boer et al. (2012), on average, parents are uncertain whether or not inclusion is a good option for their children with disabilities. It is claimed that only when parents have more experience with or exposure to inclusive education will they have a positive attitude toward it and thus send their children with disabilities to schools.
Secondly, physical barriers can be categorized as structural barriers or communication barriers. On the one hand, structural barriers are obstacles made by nature or man-made that prevent children with disabilities from moving around independently. According to MoEYS (2021b), children with disabilities mostly have a hard time getting access to most schools in Cambodia due to the lack of infrastructure responding to their basic needs, such as ramps, easy-access toilets, and washing facilities. According to Brizendine (2020), almost all public places and buildings are not disability-friendly, not to mention educational institutions that do not have adequate facilities to properly facilitate children with disabilities. Consequently, these children are less likely to be encouraged to get an education. According to the Phnom Penh Center for Independent Living (n.d.), there is a significant need for improved school facilities to adequately support children with disabilities. Lack of financial resources for necessary school expenses, such as school uniforms, study materials, and assistive devices like wheelchairs, remains largely a problem preventing children with disabilities from getting desirable access to education. On top of this, transportation shortages, bad road conditions, and the geographical distance from home to school are additional problems, further preventing children with disabilities from accessing education. On the other hand, communication barriers are specifically experienced by those who have difficulties seeing, hearing, speaking, reading, writing, and understanding. In effect, the way they communicate differs from those without disabilities; therefore, without proper assistance, communication and messages cannot be effectively conveyed to them.
Thirdly, institutional barriers occur when there is no legal framework for disability inclusion or when existing laws and regulations are poorly enforced. To illustrate, there is a law mentioning that all business buildings must provide access to persons with disabilities, yet it is not fully obeyed (Phnom Penh Center for Independent Living, n.d.). Moreover, employees of government agencies do not even know how to file a claim against violators (Brizendine, 2020). Despite receiving legislative support, inclusive education remains a sector that faces a shortage of professionals. Currently, most activities in the field of inclusive education are concentrated on primary education and are either implemented by international or local NGOs (USAID, 2018). Worse yet, the government does not act on its own will or priorities; instead, it acts in response to substantial and long-term criticism from the international community (Kalyanpur, 2011).
Overall, there is a lack of commitment from the central authorities to undertake the necessary institutional changes to put inclusive education at the forefront of education strategies in Cambodia. Furthermore, according to Kalyanpur (2011), this educational sector is highly influenced and donated by international donors whose authorities have put the national government under pressure to adopt strategies without proper consideration of necessary administrative and financial burdens. Without the support of the international community, the whole education sector in Cambodia would probably collapse. The political will to encourage the inclusion of children with disabilities into the education system on a legal basis is mainly due to pressure from the international community, and it has not been entirely put into practice by the government’s efforts on the ground (Kalyanpur, 2011). This is evident in a statement made by ministry officials in a recent study who argued that MoEYS would prioritize the group of students whose learning needs require only minimal government interventions before shifting its focus to those groups that needed greater investment of resources (Kalyanpur, 2011).
Without a doubt, tremendous efforts, commitment, and participation from all concerned stakeholders must take place if we are to conquer the barriers that are driving us away from achieving a society in which children with disabilities can freely reap the benefits of education as equally as other students.
Ways forward
To improve the equality and quality of inclusive education for children with disabilities in Cambodia, it is essential that all stakeholders, particularly the government, partnering organizations, and individuals, work collectively toward achieving a common interest, without which Cambodian children with disabilities will neither be able to live up to their rights nor fully become productive citizens (MoEYS, 2021a). Following are some suggestions that all stakeholders should take into consideration in order to succeed in the above-mentioned goals.
The Cambodian government
The government is undeniably the key actor in solving issues related to inclusive education for children with disabilities in Cambodia. Many problems can be resolved if the government seriously considers inclusive education as one of the top priorities in its educational development. First, the government needs to put inclusive education at the heart of development. If inclusive education remains a marginalized item on the agenda, there will be scant progress, if any, in the foreseeable future. As a result, students with disabilities will continue to face ongoing challenges that have persisted for generations. After the priority has been set, the government needs to make sure that there is enough budget allocated for the sub-national level so that they have sufficient financial resources to implement projects in response to the needs of students with disabilities within their communities. In effect, a financial allocation must be granted to schools that lack resources to operate inclusive classrooms, such as spending on building a disability-friendly environment and school materials, among others. Moreover, the government needs to firmly enforce the existing law and actively exercise it so that the results can be seen. By law, all buildings, especially schools, must be built with consideration for children with disabilities. Without this consideration, children with disabilities may continue to face barriers, such as mobility challenges, that discourage their regular school attendance. If possible, there should be initiatives to facilitate the mobility of children with disabilities in circumstances where infrastructure does not accommodate their needs.
Partnering organizations
Partnering organizations have been performing pretty well in addressing the problems. However, it is vital that the sector work hand in hand with the government toward achieving a common goal. Action plans should, therefore, be effectively shared and made known to avoid repetitive actions. As these organizations mainly operate independently, oftentimes, there is no clear transition after the mandates end. This in turn makes the progress that has been implemented for years tend to regress into stagnation. As a result, this kind of development is proven to be unsustainable in the long run. Moreover, in addition to their predominant focus on primary education, partnering organizations should also extend their support to secondary and higher education. Neglecting the latter stages of the learning process undermines the objective of achieving lifelong learning for all, as outlined in the Sustainable Development Goals.
Individuals
The extent to which inclusive education for children with disabilities can be changed for the better relies largely on individuals’ awareness of human rights and the existing inequalities that people with disabilities are now facing. It is essential for everyone to see children with disabilities as equal human beings. The outdated belief that disability is the result of one’s Karma committed in the previous life should be discarded and recognized as a misguided notion. Unfortunately, many Cambodians still hold this belief, and thus they continue to see children with disabilities as weak, useless, and pitiful. Stereotyping remains the most difficult problem to fix. Until people see children with disabilities as equal members of society, children with disabilities themselves may not dare enough to go out to conquer the world or live up to their deserving rights.
Conclusion
In conclusion, inclusive education for children with disabilities is pivotal for the growth and development of Cambodian education, without which equitable education would hardly be achieved. This is simply because effective inclusive education allows children with disabilities to have access to education regardless of their learning differences, thereby improving the country’s economy as more people are able to receive the education that they deserve. Over the past few decades, the Cambodian government has shown increasing interest in inclusive education for children with disabilities, with significant contributions from important donors and partnering organizations. With these efforts, the sector has seen noticeable improvements. To exemplify, those improvements include access to education for children with disabilities from various provinces, the establishment of a National Institute of Special Education, the growing number of special schools in the city and provinces, and the transformation of Hand of Hope into a public school whereby teachers were given the status of public teachers.
Nevertheless, the government is still being criticized for failing to prioritize inclusive education for children with disabilities. In other words, the government is being questioned over the plan to develop inclusive education for children with disabilities wholeheartedly and for appearing to respond to the pressure and criticism from donors and international stakeholders rather than taking proactive measures. Nowadays, inclusive education for children with disabilities needs more preparation for a commendable result. First, the government needs to put inclusive education for students with disabilities at the heart of educational development. Second, the government needs to ensure that enough resources are allocated to develop the infrastructure and facilities that support children with disabilities across the country. Third, law enforcement should be strengthened to ensure that everyone is fully aware of the rights of people with disabilities and to foster a truly inclusive education in Cambodia.
For partnering organizations, they should work closely with the government to achieve a common goal; otherwise, the development would be short-lived once the mandate of the aid comes to an end. Individuals also need to be informed and realize that children with disabilities are not deemed inferior or unequal to normal children. Parents, in particular, play an integral role in recognizing their rights and perceiving the normal status of children with disabilities.
All in all, in order to enhance this learning sector and convince the government to prioritize inclusive education for children with disabilities, researchers are suggested to take a closer look at the correlation between the impact of inclusive education and economic growth. Moreover, researchers should examine this issue empirically to gain a deeper understanding of how inclusive education in Cambodia can be further promoted so that Cambodian children of diverse backgrounds and abilities can get access to an equitable and quality education to reach their full potential.
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