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Shaping Leadership and Inclusive Education: Insights from Cambodia, Myanmar, and Vietnam

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Title: Shaping Leadership and Inclusive Education: Insights from Cambodia, Myanmar, and Vietnam
Language: English
Authors: Zun Wai Oo (ORCID 0009-0000-6339-9854), Donnie Adams (ORCID 0000-0001-7777-5187), Sokunrith Pov (ORCID 0000-0002-2595-2396), Ngan Nguyen (ORCID 0000-0001-9318-3632)
Source: International Journal of Developmental Disabilities. 2025 71(6):824-836.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Foreign Countries, Inclusion, Cultural Differences, Barriers, Leadership Role, Students with Disabilities, Cultural Influences, Teacher Competencies, Social Bias, Educational Policy, Equal Education
Geographic Terms: Cambodia, Burma, Vietnam
DOI: 10.1080/20473869.2025.2504444
ISSN: 2047-3869
2047-3877
Abstract: Over the past decade, Southeast Asian countries have made significant progress in advancing inclusive education, largely driven by the momentum of Sustainable Development Goal 4 (SDG 4). The SDGs have served as a powerful catalyst, encouraging these countries to align their educational policies and practices with the principles of inclusion and equity. However, substantial challenges persist in fully achieving the goals of inclusive education. This study examines the implementation of inclusive education in Cambodia, Myanmar, and Vietnam, focusing on progress, challenges, and leadership roles within the framework of Sustainable Development Goal 4 (SDG 4). A comparative case study analysis authored by in-country researchers and policymakers identifies common barriers including insufficient teacher training, inadequate infrastructure, and socio-cultural stigma, while underscoring the critical role of school leadership in fostering inclusive environments. Findings emphasize the need for strengthened policy frameworks, capacity-building initiatives for educational leaders, and enhanced intersectoral collaboration to advance inclusive education. This research contributes to regional and global dialogues on inclusive education by providing context-specific insights from Southeast Asia, advocating for sustainable strategies that align with inclusive Sustainable Development Goals (inclusive SDGs) pillars of nondiscrimination, accessibility, and awareness-raising.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1488552
Database: ERIC
FullText Text:
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IllustrationInfo
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  Data: Shaping Leadership and Inclusive Education: Insights from Cambodia, Myanmar, and Vietnam
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  Label: Language
  Group: Lang
  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Zun+Wai+Oo%22">Zun Wai Oo</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-6339-9854">0009-0000-6339-9854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Donnie+Adams%22">Donnie Adams</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7777-5187">0000-0001-7777-5187</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sokunrith+Pov%22">Sokunrith Pov</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2595-2396">0000-0002-2595-2396</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ngan+Nguyen%22">Ngan Nguyen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9318-3632">0000-0001-9318-3632</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Developmental+Disabilities%22"><i>International Journal of Developmental Disabilities</i></searchLink>. 2025 71(6):824-836.
– Name: Avail
  Label: Availability
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Y
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  Data: 13
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  Label: Publication Date
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Differences%22">Cultural Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Barriers%22">Barriers</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership+Role%22">Leadership Role</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Influences%22">Cultural Influences</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Bias%22">Social Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Cambodia%22">Cambodia</searchLink><br /><searchLink fieldCode="DE" term="%22Burma%22">Burma</searchLink><br /><searchLink fieldCode="DE" term="%22Vietnam%22">Vietnam</searchLink>
– Name: DOI
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  Group: ID
  Data: 10.1080/20473869.2025.2504444
– Name: ISSN
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  Data: 2047-3869<br />2047-3877
– Name: Abstract
  Label: Abstract
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  Data: Over the past decade, Southeast Asian countries have made significant progress in advancing inclusive education, largely driven by the momentum of Sustainable Development Goal 4 (SDG 4). The SDGs have served as a powerful catalyst, encouraging these countries to align their educational policies and practices with the principles of inclusion and equity. However, substantial challenges persist in fully achieving the goals of inclusive education. This study examines the implementation of inclusive education in Cambodia, Myanmar, and Vietnam, focusing on progress, challenges, and leadership roles within the framework of Sustainable Development Goal 4 (SDG 4). A comparative case study analysis authored by in-country researchers and policymakers identifies common barriers including insufficient teacher training, inadequate infrastructure, and socio-cultural stigma, while underscoring the critical role of school leadership in fostering inclusive environments. Findings emphasize the need for strengthened policy frameworks, capacity-building initiatives for educational leaders, and enhanced intersectoral collaboration to advance inclusive education. This research contributes to regional and global dialogues on inclusive education by providing context-specific insights from Southeast Asia, advocating for sustainable strategies that align with inclusive Sustainable Development Goals (inclusive SDGs) pillars of nondiscrimination, accessibility, and awareness-raising.
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  Data: 2025
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  Label: Accession Number
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  Data: EJ1488552
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1488552
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        Value: 10.1080/20473869.2025.2504444
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      – Text: English
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        PageCount: 13
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    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Cultural Differences
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      – SubjectFull: Barriers
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      – SubjectFull: Leadership Role
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      – SubjectFull: Students with Disabilities
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      – SubjectFull: Cultural Influences
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      – SubjectFull: Teacher Competencies
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      – SubjectFull: Social Bias
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      – SubjectFull: Educational Policy
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      – SubjectFull: Equal Education
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      – SubjectFull: Cambodia
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      – SubjectFull: Burma
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      – SubjectFull: Vietnam
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