Comparative Policy Analysis on the Impact of Inclusive Education in Asia and Africa : Focusing on the Right to Education for Children with Disabilities in Cambodia

The Framework for Action on Special Needs Education was adopted at the World Conference on Special Needs Education held in Salamanca, Spain in 1994. This paper, fi rst questions the notion of inclusion based on diversity claiming whether all groups with special education needs are identified in developing countries as specified in the Salamanca Statement. And second, it continues to make arguments on the feasibility of implementing inclusive educational settings with due consideration of educational rights of children with disabilities in Cambodia, which is the critical point of discussion. The research methodology primarily consists of two methods. Firstly, comparative policy review analysis has been conducted at the international policy level using 77 EFA 2000 Assessment Reports and EFA National Plans of Action of 60 different countries from Asia and Africa. Secondly, qualitative fi eld research in Cambodia has been conducted, comprising of semi-structured interviews with all actors involved in the supply and demand sides of special needs education. This research has laid new insights providing various challenges on the right to education for children with special education needs. That is that at the international policy level and national local levels, identification of all special education needs are not included among developing countries in Africa and Asia. Moreover, the relevance of implementing inclusive educational settings for all groups with special education needs faces numerous constraints and obstacles which address new observations and judgments both at the academic and practical fi elds of special needs education, especially on the right and quality of education for children with disabilities.