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Educational Inclusion in Resource-Constrained Contexts: A Study of Rural Primary Schools in Cambodia
Peer reviewed
Direct linkJackie Ravet; Peter Mtika – International Journal of Inclusive Education, 2024
This study investigated the status of educational inclusion in resource-constrained, rural primary schools in Battambang Province, Cambodia using a mixed-method design. A Teacher Efficacy in Inclusive Practices (TEIP) scale was administered to sampled teachers and Headteachers. Classroom observations were undertaken in five schools. Interviews…
Descriptors: Inclusion, Barriers, Educational Resources, Foreign Countries
