The Lao PDR Inclusive Education Project 1993-2009: Reflections on the Impact of a National Project Aiming to Support the Inclusion of Disabled Students

Autor/inn/en	Grimes, Peter; Sayarath, Khomvanh; Outhaithany, Sithath
Titel	The Lao PDR Inclusive Education Project 1993-2009: Reflections on the Impact of a National Project Aiming to Support the Inclusion of Disabled Students
Quelle	In: International Journal of Inclusive Education, 15 (2011) 10, S.1135-1152 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2011.555067
Schlagwörter	Inclusion; Disabilities; Program Effectiveness; Educational Change; Teaching Methods; Mainstreaming; Regular and Special Education Relationship; Foreign Countries; Educational Policy; Enrollment Trends; Elementary Education; Dropout Rate; Graduation Rate; Grade Repetition; Grouping (Instructional Purposes); Questioning Techniques; Relevance (Education); Teacher Attitudes; Teacher Influence; Principals; Administrator Role; Inservice Teacher Education; School Community Relationship; Laos + Suchen Sie Ihr Suchwort? Inklusion; Handicap; Behinderung; Bildungsreform; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Politics of education; Bildungspolitik; Elementarunterricht; Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Grouping; Gruppenbildung; Befragungstechnik; Fragetechnik; Relevance; Relevanz; Lehrerverhalten; Principal; Schulleiter; Lehrerfortbildung
Abstract	The Lao People's Democratic Republic Inclusive Education Project started in 1993 and during a 16-year period, ending in May 2009, it aimed to support the participation of all children in school, with a particular focus on disabled students. The main strategy to enable this involved working to change the education system through the introduction of child-centred approaches to teaching and learning in 539 schools across the country. In this article, we consider the success of this approach, highlighting some of the achievements of the project and also the tensions involved in trying to facilitate the evolution of policy into practice across a national network of schools, referring to evidence collected and analysed during an evaluation of the project in 2008-2009. Our findings indicated that there was some evidence of these new approaches to teaching being used in schools and also that schools appeared to be performing well in significant areas including student enrolment, retention, grade completion and primary completion. There were also significant challenges which still needed to be met. These included a lack of provision for students with more complex needs, such as children with sensory loss, and significant numbers of disabled students who did not attend school. (Contains 1 table.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10