Contextualization of Inclusive Education: Education for Children with Disabilities in Myanmar

Abstract

Inclusive education is regarded as one of the global agendas of education; in recent years, many countries have implemented an inclusive education policy. This case study aimed to examine the actual practice of inclusive education among children with disabilities today. More specifically, this study analyzed the case of inclusive education for children with visual impairment in Yangon, Myanmar. In Yangon, “a limited inclusive education in phase” allows children with visual impairment to experience both special and regular schools. This study’s findings revealed that the special schools had met the students’ needs with life-skills courses, supplementary study time, and a safe environment. However, there were some challenges, including a lack of communication between the special and regular schools and inadequate bonding between students with and without visual impairment. However, it also suggests the importance of addressing the wider range of needs of students with disabilities for inclusive education. This case in Yangon is considered as a type of inclusive education which utilizes their resources to fit their context.