Are Teachers Adequately Prepared for Inclusive Classrooms in Cambodia? Knowledge and Experience for Inclusive Practices

Abstract

This study examined Cambodian teachers’ knowledge and experience related to
inclusive education and investigated differences in their knowledge and experience
based on schools that implemented and did not implement inclusive education
programmes. A survey was administered to 1,008 regular teachers from 236
primary schools of all 25 provinces and cities in Cambodia. Among the selected
schools, 50% implemented inclusive education, while the other 50% did not. A
four-part questionnaire was employed for data collection. Data analysis
encompassed descriptive statistics, the Chi-Square analysis, and the independent
sample t-tests. The study revealed that teachers had limited experience and
knowledge in implementing inclusive practices. Teachers from schools with
inclusive education programmes exhibited significantly higher levels of
experience in inclusive education training ( = 0.21, p < 0.001), teaching students
with disabilities ( = 0.21, p < 0.001), and collaborative efforts ( = 0.23, p <
0.001) than those from schools without such programmes. They also demonstrated
significantly greater knowledge concerning policies, inclusive education (t = -8.29,
p < 0.001), and disability (t = -3.12, p < 0.001) than their counterparts. The study
provides various implications for improved policies and teacher training
programmes to enhance teachers’ knowledge and experience for inclusive
practices in Cambodia.