Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia

Jackie Ravet; Peter Mtika

doi:10.1080/13603116.2021.1916104

Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia

Jackie Ravet^* (Corresponding Author), Peter Mtika

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

2 Downloads (Pure)

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)	16-37
Number of pages	23
Journal	International Journal of Inclusive Education
Volume	28
Issue number	1
Early online date	15 Apr 2021
DOIs	https://doi.org/10.1080/13603116.2021.1916104
Publication status	Published - Jan 2024

Bibliographical note

Acknowledgements
We 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/10.1080/13603116.2021.1916104

Keywords

educational inclusion
Inclusive practice
disability
primary teachers
quality education
Cambodia

Access to Document

10.1080/13603116.2021.1916104Licence: CC BY-NC-ND

Ravet_etal_IJIE_Educational_InclusionIn_AAM
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Inclusive Education on 15/04/2021, available online: http://www.tandfonline.com/10.1080/13603116.2021.1916104
Accepted author manuscript, 558 KBLicence: Unspecified
Ravet_etal_IJIE_Educational_Inclusion_In_VoR
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way
Final published version, 1.88 MBLicence: CC BY-NC-ND

Cite this

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Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia

Abstract

Bibliographical note

Data Availability Statement

Keywords

Access to Document

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Jacqueline Ravet

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Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia

Abstract

Bibliographical note

Data Availability Statement

Keywords

Access to Document

Other files and links

Fingerprint

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Jacqueline Ravet

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