Leading Inclusive Education Initiatives: Comparative Insights from Malaysia, Lao PDR, and Brunei
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| Title: | Leading Inclusive Education Initiatives: Comparative Insights from Malaysia, Lao PDR, and Brunei |
|---|---|
| Language: | English |
| Authors: | Donnie Adams (ORCID |
| Source: | International Journal of Developmental Disabilities. 2025 71(6):814-823. |
| 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: | 10 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Inclusion, Sustainable Development, Students with Disabilities, Access to Education, Equal Education, Student Needs, Educational Policy, Program Implementation, Cultural Differences, Social Influences, Barriers, Cultural Relevance, Leadership Responsibility |
| Geographic Terms: | Brunei, Malaysia, Laos |
| DOI: | 10.1080/20473869.2025.2514639 |
| ISSN: | 2047-3869 2047-3877 |
| Abstract: | Southeast Asian countries have made significant progress in advancing inclusive education, yet substantial challenges persist in fully realizing the Inclusive Sustainable Development Goals (ISDG). The ISDG offers a framework to ensure that development policies and programs are inclusive of persons with disabilities, emphasizing five core pillars: nondiscrimination, accessibility, support services, participation, and awareness-raising. This paper explores these pillars through a comparative case study analysis conducted by in-country researchers and policymakers in Malaysia, Lao PDR, and Brunei. The findings reveal that while policy commitments are in place across these countries, their effective implementation necessitates substantial investments in both human and physical resources. Additionally, socio-cultural factors, such as stigma, continue to pose significant barriers, requiring culturally sensitive community engagement and educational efforts. Furthermore, the readiness of school leaders plays a crucial role in the success of inclusive education initiatives. This paper enriches discussions on inclusive education by offering context-specific insights that can inform the advancement of inclusive education practices both regionally and globally. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488874 |
| Database: | ERIC |
| Abstract: | Southeast Asian countries have made significant progress in advancing inclusive education, yet substantial challenges persist in fully realizing the Inclusive Sustainable Development Goals (ISDG). The ISDG offers a framework to ensure that development policies and programs are inclusive of persons with disabilities, emphasizing five core pillars: nondiscrimination, accessibility, support services, participation, and awareness-raising. This paper explores these pillars through a comparative case study analysis conducted by in-country researchers and policymakers in Malaysia, Lao PDR, and Brunei. The findings reveal that while policy commitments are in place across these countries, their effective implementation necessitates substantial investments in both human and physical resources. Additionally, socio-cultural factors, such as stigma, continue to pose significant barriers, requiring culturally sensitive community engagement and educational efforts. Furthermore, the readiness of school leaders plays a crucial role in the success of inclusive education initiatives. This paper enriches discussions on inclusive education by offering context-specific insights that can inform the advancement of inclusive education practices both regionally and globally. |
|---|---|
| ISSN: | 2047-3869 2047-3877 |
| DOI: | 10.1080/20473869.2025.2514639 |
