Inclusive Education for Students with Visual Impairments in Lao People’s Democratic Republic: a Qualitative Study
Issued Date
2023-09-02
Resource Type
eISSN
22115242
Scopus ID
2-s2.0-85170523429
Journal Title
Disability, CBR and Inclusive Development
Volume
34
Issue
1
Start Page
77
End Page
97
Rights Holder(s)
SCOPUS
Bibliographic Citation
Disability, CBR and Inclusive Development Vol.34 No.1 (2023) , 77-97
Suggested Citation
Lee Y., Cheausuwantavee T., Roberts K. Inclusive Education for Students with Visual Impairments in Lao People’s Democratic Republic: a Qualitative Study. Disability, CBR and Inclusive Development Vol.34 No.1 (2023) , 77-97. 97. doi:10.20372/dcidj.668 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/90074
Title
Inclusive Education for Students with Visual Impairments in Lao People’s Democratic Republic: a Qualitative Study
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Purpose: This study aimed to explore the perspectives of teachers, students and parents on practices used in inclusive education (IE) settings for students with visual impairments. Their perspectives were then used to create a proposed suitable inclusive education model for these students in the Lao People’s Democratic Republic (Lao PDR). Method: A qualitative study was designed. The 20 participants included teachers, parents and students with visual impairments. Data was collected through focus groups, in-depth interviews, and non-participatory observations. Results: It was found that inclusive education has been prioritised in Lao PDR. However, special schools or centres are still needed to teach students Braille and enable them to complete grades 1 and 2 before entering inclusive primary schools in the neighbourhood. Conclusion: An inclusive education policy exists, but guidelines for implementation are missing, and coordination and cooperation among stakeholders is poor. The inclusive education model proposed by the study consists of clear policy.