Abstract
This study investigated the status of educational inclusion in resource-constrained, rural primary schools in Battambang Province, Cambodia using a mixed-method design. A Teacher Efficacy in Inclusive Practices (TEIP) scale was administered to sampled teachers and Headteachers. Classroom observations were undertaken in 5 schools. Interviews were conducted with selected teachers and other education officials. The findings indicate dissatisfaction with the current quality of educational inclusion and identify barriers to good practice. The paper highlights priorities for enhancing educational inclusion in rural, resource constrained contexts and recommends a participatory and culturally sensitive framework for improving overall quality of education.
| Original language | English |
|---|---|
| Pages (from-to) | 1-22 |
| Number of pages | 23 |
| Journal | International Journal of Inclusive Education |
| Early online date | 15 Apr 2021 |
| DOIs | |
| Publication status | E-pub ahead of print - 15 Apr 2021 |
Bibliographical note
AcknowledgementsWe are grateful for discussions with, and support for field visits and translation from, Dr. Rany Sam, Dr Ratha Seng (University of Battambang) and Mr Bunlee Khun (Managing Director, Khmer Education NGO [KHEN])
Data Availability Statement
Supplemental data for this article can be accessed athttps://doi.org/10.1080/13603116.2021.1916104.INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATIONhttps://doi.org/10.1080/13603116.2021.1916104Keywords
- educational inclusion
- Inclusive practice
- disability
- primary teachers
- quality education
- Cambodia
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Jacqueline Ravet
- Education, Initial Teacher Education (ITE) - Personal Chair
- Education, Centre for Global Development
Person: Academic