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History and Current Situation of Education for Children with Disabilities in Cambodia: A Gray Literature Review

机译：柬埔寨残疾儿童教育的历史和现状：灰色文献综述

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In this paper we report on historical changes in the Cambodian education system, the current state of education for persons with disabilities. This report is based on interviews with Mr. Pen Thavy, materials provided by the Cambodian government, and other supporting documents. The first turning point in Cambodia’s movement toward educating children with disabilities was the “Convention on the Rights of the Child” adopted by the United Nations General Assembly on November 20, 1989. Cambodia ratified this treaty in 1992. The concept of “Education for All” was adopted into educational policy in Cambodia. The first law directly mentioning education for children with disabilities was the “Educational law” enacted in 2007. The Schools specialized in education for children with disabilities are operated by three NGO schools. One is the Krousar Thmey Foundation which operates 8 schools for?children with visual/hearing impairment. Another one is Rabbit-School which?accepted 26 students in the special class, 25 students in the readiness class for children aged 4-to-6 years, 18 students in classes for children with cerebral palsy and 46 students in the integrated class. The third one is Komar Pilar Foundation which does not have coordination with the government and is not officially regarded as a school. According to the data which we were given, the total number of students with all disabilities was 44,759 in primary schools and 6787 in secondary schools in 2017. Most common disability was emotional disturbance in primary schools and visual impairment in junior high schools. The data show that the number of invisible disabilities such as behavioral disorders, learning disability, intellectual disability and emotional disturbance varied so much in each province. Misidentification of disabilities can be considered a cause for it.
机译：在本文中，我们报告了柬埔寨教育系统（残疾人当前的教育状况）的历史变化。本报告基于对Pen Thavy先生的采访，柬埔寨政府提供的材料以及其他证明文件。柬埔寨教育残疾儿童运动的第一个转折点是1989年11月20日联合国大会通过的“儿童权利公约”。柬埔寨于1992年批准了该条约。“全民教育”概念”已在柬埔寨纳入教育政策。第一项直接提及残疾儿童教育的法律是2007年颁布的“教育法”。专门从事残疾儿童教育的学校由三所非政府组织学校运营。其中之一是Krousar Thmey基金会，该基金会为视障/听觉障碍儿童开设了8所学校。另一所学校是兔子学校，该班接受了特殊班的26名学生，针对4至6岁儿童的准备班的25名学生，针对脑瘫儿童的班级的18名学生和综合班的46名学生。第三个是科马尔·皮拉尔基金会（Komar Pilar Foundation），该基金会不与政府协调，也没有被正式视为学校。根据我们提供的数据，2017年小学的所有残障学生总数为44759，中学的残障学生总数为6787。最常见的残疾是小学的情感障碍和初中的视力障碍。数据显示，每个省的行为障碍，学习障碍，智力障碍和情绪障碍等隐形障碍的数量差异很大。残疾的错误识别可以被认为是造成残疾的原因。

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