Cambodian Inclusive Education for Vulnerable Populations: Toward an Ecological Perspective Policy

Autor/inn/en	Hackett, Jacob D.; Hudson, Roxanne F.; West, Elizabeth A.; Brown, Sharan E.
Titel	Cambodian Inclusive Education for Vulnerable Populations: Toward an Ecological Perspective Policy
Quelle	In: Journal of International Special Needs Education, 19 (2016) 1, S.3-14 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
DOI	10.9782/JISNE-D-15-00004.1
Schlagwörter	Foreign Countries; Inclusion; Disabilities; Access to Education; At Risk Students; Observation; Administrators; Teachers; Parents; Special Education; Educational Policy; Poverty; School Community Relationship; History; Attitude Measures; Qualitative Research; Social Attitudes; Decision Making; Structured Interviews; Cambodia + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Handicap; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Beobachtung; Lehrer; Lehrerin; Lehrende; Eltern; Special needs education; Sonderpädagogik; Sonderschulwesen; Politics of education; Bildungspolitik; Armut; Geschichte; Geschichtsdarstellung; Qualitative Forschung; Social attidude; Soziale Einstellung; Decision-making; Entscheidungsfindung; Kambodscha
Abstract	Cambodia is a dynamic country in transition and its population is committed to improve an economic, social, and educational system (Chandler, 2008). An imperial legacy and traumatic history involving a genocide specifically targeted at Cambodian intellectual elite continue to affect Cambodian schools with the most impact being felt by vulnerable populations including children from poverty and children with disabilities. An ecological framework of childhood development (Bronfenbrenner, 1992) is used to analyze interviews, classroom observations, and student work samples. School directors (3), teachers (3), students (2), and one parent from three public schools in three distinct provinces participated in this study, providing a broad geopolitical range of Cambodia. First, a review of Cambodian education and special education policy as well as international guidelines for inclusive education is provided. Next, a rationalization for including students with disabilities and children from poverty in the larger category of children from vulnerable populations is presented within the Cambodian context. Themes of key factors affecting the educational experience of children from vulnerable populations include: (1) school and community interconnectedness, and (2) Cambodian historical legacies. Perceptions, attitudes and beliefs of Cambodian practitioners are also key factors, and include: (1) Intersectionality of disability and poverty; (2) two distinct purposes of education, and (3) educators value responsive education. This qualitative analysis surfaces key factors affecting the educational experiences of Cambodian children from vulnerable populations by investigating perceptions, beliefs, and attitudes of various Cambodian education professionals and their decision-making concerning these students. Limitations and implications are provided. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01