Collaborations to Promote Inclusive and Special Education in Myanmar

Abstract

Improvements in special education and the implementation of inclusive education are a significant focus in Myanmar. Legislation toward these goals was officially enacted in the National Education Law, which was amended in 2015. While the Ministry of Education has adopted a policy of inclusive education, which states that all students with disabilities could attend mainstream school classes, classroom settings are not adequately equipped to support students with disabilities. The Department of Social Welfare does not have an inclusive education program. The department's role is to support the training of schools as a part of special education for such students, providing primary special education via different teaching methods and appropriate therapies for students with disabilities. After students pass the primary education exam, they can join middle school, high school, and higher education levels of inclusive education, which run under the Ministry of Education. All special schools in Myanmar focus their different occupational therapies on enhancing students' physical and mental capabilities and collaborating with outside professionals in relevant areas. The Ministry of Education aims to develop the knowledge and skills of teacher educators and teachers, so they can effectively adopt more inclusive teaching practices. Currently, Myanmar's basic education reforms are being carried out through the National Education Strategic Plan (2016–2021). The ministry is currently working to implement a new 4-year pre-service degree program as well as the Basic Education School Quality Assurance Standards Framework. Such a movement to enhance the quality of teachers became a bridge to collaborate between inclusive and special education within two ministries.

Citation

Oo, Z.W. and Kawai, N. (2021), "Collaborations to Promote Inclusive and Special Education in Myanmar", Semon, S.R., Lane, D. and Jones, P. (Ed.) Instructional Collaboration in International Inclusive Education Contexts (International Perspectives on Inclusive Education, Vol. 17), Emerald Publishing Limited, Leeds, pp. 167-183. https://doi.org/10.1108/S1479-363620210000017016