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Providing Quality Education for Children with Disabilities in Developing Countries: Possibilities and Limitations of Inclusive Education in Cambodia

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Providing Quality Education for Children with Disabilities in Developing Countries: Possibilities and Limitations of Inclusive Education in Cambodia Providing Quality Education for Children with Disabilities in Developing Countries: Possibilities and Limitations of Inclusive Education in Cambodia 発展途上国における障害児教育の提供 －カンボジアにおけるインクルーシブ教育の可能性と限界― DIANA KARTIKA Thesis submitted in partial fulfilment of requirements for the degree of Doctor of Philosophy in International Studies Graduate School of Asia-Pacific Studies Waseda University © 2017 Diana Kartika All Rights Reserved SUMMARY Located within the two fields of disability studies and education development, this empirical study sheds light on the forces facilitating and hindering the education and development of children with disabilities (CwDs) in a developing country context and seeks to provide a universal framework for examining the complexities of inclusive education. Based on Bronfenbrenner’s bioecological systems theory, this study analyses the influence of actors and processes in Cambodia at the bio-, micro-, meso-, exo-, and chrono-levels, on access and quality of education for CwDs. It then identifies ecological niches of possibilities that capitalise on the strengths of local communities, for effective and sustainable intervention in Cambodia. This study was conducted in Battambang, Kampot, Kandal, Phnom Penh, and Ratanakiri in February and July 2015. A total of 88 interviews were conducted with 119 respondents: 50 individual semi-structured interviews were conducted with parents at their homes, 19 focus group interviews were conducted with 50 teachers, and 19 individual semi-structured interviews were conducted with school directors in schools. Participatory observations were also carried out at 50 homes, 6 classes, and 19 schools. Secondary empirical quantitative data and findings from Kuroda, Kartika, and Kitamura (2017) were also used to lend greater validity to this study. Findings revealed that CwDs can act as active social agents influencing their own education; developmental dispositions have a direct relationship on this influence. Results also show that families with CwDs of lower socioeconomic status are severely disadvantaged in gaining access to information and available education and health services; the severe lack of awareness of disability was found to hinder access to quality education and health services, including the prevention and/or detection of their child’s condition. Bonds within most communities were observed to be high, with villages serving as social spaces for communication between teachers/school principals and parents. Villages and chiefs serve as valuable sources of information, and are crucial in cementing processes, relationships, and information for delivering quality education to CwDs, particularly in rural or remote areas. Reported difficulties and frustrations of teachers in including deaf, blind, and children with learning disabilities, were founded in the lack of relevant training and breakdown of the cascade teacher training system, the lack of quality teachers and resources, as well as the splitting commitments of teachers due to low salaries. Results also show the negative impact of the failing public health sector on access to quality education; low and uneven distribution of quality health facilities and services impede the prevention, diagnosis, and rehabilitation of CwDs. Through discussion of the above, this study thus provides evidence-based insights from Cambodia, on how developing countries can be supported in working towards achieving the global goal of inclusive and equitable quality education for CwDs, in a sustainable manner. ACKNOWLEDGEMENTS This doctoral dissertation was made possible by two research funds: the Ryoichi Sasakawa Young Leaders Fellowship Fund (The Nippon Foundation & The Tokyo Foundation), and the Haraguchi Memorial Asia Research Fund (Waseda University). This doctoral endeavor was also under the full sponsorship of Japan’s Ministry of Education, Culture, Sports, Science, and Technology. This thesis developed as part of a research enterprise with Japan International Cooperation Agency (JICA) Research Institute on disability and education, which set the foundations for the fieldwork conducted in this doctoral thesis. I am profoundly indebted to Professor Kazuo Kuroda, who has expertly guided me through my graduate years of learning and self-discovery. His unwavering energy, warm support, and generosity have helped fuel my passion in education development. He has not only been my supervisor and mentor, but also a role model as a teacher and human being. My deepest gratitude also goes to my deputy supervisor, Professor Gracia Farrer-Liu, for her brilliance and supporting me in challenging the boundaries of my sociological imagination. As one of the few female researchers and academics with whom I work closely with, I am thankful to her for inspiring me for my journey ahead. I am also thankful to Professor Yasushi Katsuma, who has taught me the power of contribution through creating a balance between practical and theory, while not compromising on either. In addition to her constructive comments, I am also grateful to Professor Miki Sugimura for showing me what it means to be a gracious qualitative researcher with a heart for everyone around her. To all my examiners, I am thankful for the opportunity to learn from all of you. My appreciation also goes to Associate Professor Yuto Kitamura, whose expertise in conducting research in Cambodia and wealth of knowledge has been provided immense resource and inspiration for my study. My immense gratitude also goes to Professor Saori Sadoshima, Associate Professor Yuko Ota, Assistant Professor Mayuko Sakamoto, and Assistant Professor Mayumi Ono at Waseda University Academic Writing Center, for demonstrating their consistent support and encouragement for my research endeavours and granting me time off our work at the Center to conduct my fieldwork. This dissertation would not have been possible without all the help I received during data collection. First and foremost, I hope I have brought dignity to the stories of my respondents, who have been my teachers in a world different from the ones I have been born and raised in. For their generosity, I am obligated to further devote myself to their cause. My appreciation also goes to my translator, Hak Sok Leang, who tirelessly did her best in being an extension of myself and the bridge between my respondents and I; our trusted driver and more, Lee Sarun, who always kept us safe throughout the journeys we took together. Throughout my stay in Cambodia, I am also indebted to Akina Ueno, Kynet Kong, Rosa Yi, and Santosh Khatri for making my stay there feel as homely as possible. I would also like to thank my companions—Sarah Renee Asada, Chun Sunyoung, Diego Guimaraes de Oliveira, Assistant Professor Erina Sotomura, Dr. Makiko Hayashi, and Assistant Professor Yuko Shimazaki—for their warm support and intellectual comradeship on the final leg of completing the thesis. I am grateful for my friends back home in Singapore, Tokyo, and around the world, who have always wished me well even from a distance and kept me grounded. My sense of obligation and gratitude also goes out to all those who have patiently taken a backseat in my life due to the commitment I have chosen to undertake in seeing through this doctoral project. Last but not least, my thanks and love goes to my beloved family: my mother, for her unfailing belief and support in all the endeavours I choose to set out upon; my father for always believing and taking pride in me; my two siblings whose being in itself have always provided me with immense emotional comfort and support; as well as my niece and nephews for being my harbour of refuge. I am also thankful to my extended family for keeping me in their prayers. ii TABLE OF CONTENTS Summary .......................................................................................................................................... I Acknowledgements ........................................................................................................................ II List Of Figures ................................................................................................................................ V List Of Appendix .......................................................................................................................... VII Abbreviations ............................................................................................................................. VIII CHAPTER 1. INTRODUCTION ........................................................................................... 1 SECTION 1. IN PURSUIT OF INCLUSIVE EDUCATION .............................................................. 2 SECTION 2. RESEARCH GAP AND PURPOSE ............................................................................ 2 SECTION 3. RESEARCH QUESTIONS ....................................................................................... 5 SECTION 4. OVERVIEW OF METHODOLOGY ............................................................................ 5 SECTION 5. SIGNIFICANCE OF STUDY .................................................................................... 6 SECTION 6. LIMITATIONS ........................................................................................................ 6 SECTION 7. KEY DEFINITIONS ............................................................................................... 7 SECTION 8. OVERVIEW OF THESIS STRUCTURE ..................................................................... 8 CHAPTER 2.
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