Inclusive Education for Students with Visual Impairments in Lao People’s Democratic Republic: a Qualitative Study

dc.contributor.authorLee Y.
dc.contributor.otherMahidol University
dc.date.accessioned2023-09-18T18:02:17Z
dc.date.available2023-09-18T18:02:17Z
dc.date.issued2023-09-02
dc.description.abstractPurpose: 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.
dc.identifier.citationDisability, CBR and Inclusive Development Vol.34 No.1 (2023) , 77-97
dc.identifier.doi10.20372/dcidj.668
dc.identifier.eissn22115242
dc.identifier.scopus2-s2.0-85170523429
dc.identifier.urihttps://repository.li.mahidol.ac.th/handle/123456789/90074
dc.rights.holderSCOPUS
dc.subjectNursing
dc.titleInclusive Education for Students with Visual Impairments in Lao People’s Democratic Republic: a Qualitative Study
dc.typeArticle
mu.datasource.scopushttps://www.scopus.com/inward/record.uri?partnerID=HzOxMe3b&scp=85170523429&origin=inward
oaire.citation.endPage97
oaire.citation.issue1
oaire.citation.startPage77
oaire.citation.titleDisability, CBR and Inclusive Development
oaire.citation.volume34
oairecerif.author.affiliationNorthern Arizona University
oairecerif.author.affiliationMahidol University
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