Children with disabilities have the right to access inclusive, quality education on an equal basis with others, as affirmed by international guidelines such as the UN Convention on the Rights of Persons with Disabilities (CRPD) and the Convention on the Rights of the Child (CRC).

These models mandate that states provide reasonable accommodations and individualised support to ensure that children with disabilities are not discriminated against and can fully participate in the school system. 

While general learning presents its own set of challenges, the situation for children with special needs is even more complex. 

Education in Cambodia is undergoing significant reforms, with various initiatives aimed at improving access, quality and inclusivity. 

A key development is the launch of the Inclusive Education Action Plan 2024-2028, supported by the Ministry of Education, Youth and Sport and UNICEF. 

The plan focuses on providing quality education to all children, including those with disabilities. It aims to change societal attitudes, provide necessary tools and support and foster collaboration among various stakeholders.

"The EU believes that education for all is the key to unlocking the potential of Cambodian youth and is essential for reducing poverty and creating jobs in the country," said Koen Everaert, deputy head of cooperation for the EU Delegation to Cambodia. 

"Inclusive education for persons with disabilities provides equal opportunities and recognizes the importance of their contribution to the sustainable development of the country," he added.

There are six special education high schools in Cambodia under the ministry. 

Five of these schools focus on children or students who are deaf or blind, while Takhmao Special Education High School specialises in supporting children or students with autism and intellectual disabilities.

The Growing Special Education School (GSES) in Phnom Penh is one of the few institutions dedicated to serving children with autism. 

Founded by Phok Many, a mother whose personal experience with her autistic son led her to create a space where children with special needs could receive the teaching they deserve, GSES has become a vital lifeline for many families.

"Education for children with special needs is extremely limited, especially outside the capital," says Many. "There are only a handful of schools that cater to these children, and even fewer that provide the specialised support they need to thrive." 

Many’s experience highlights a critical gap in the country’s educational landscape: the lack of infrastructure and resources for special needs education.

GSES provides a tailored curriculum that focuses on improving communication, concentration and self-care skills – areas where autistic children often struggle. 

The school’s teachers are specially trained to work with children who have a range of disabilities, and the environment is designed to be as supportive and accommodating as possible. 

Despite these efforts, Many acknowledges that the broader societal attitudes towards children with disabilities remain a significant barrier to their inclusion.

"In many public places, including schools, there is a deep-seated prejudice against children with disabilities," she explains. "Some parents withdraw their neurotypical children as soon as they see a special needs child arrive. These attitudes can deeply hurt both the parents and the children, both physically and mentally." 

Many’s observations reflect a broader issue of stigma and discrimination that affects not just education, but the overall quality of life for children with disabilities.

The ministry has recognised the need for greater inclusion and has introduced several inclusion and integration initiatives that seek to incorporate special education programs into regular schools.

To support these programmes, the ministry established the National Institute of Special Education (NISE), which trains teachers to work with students with disabilities. 

The goal is to equip educators with the skills and knowledge needed to create an inclusive classroom environment where all students can succeed.

"For young people with disabilities and special needs, such as those who are deaf or have intellectual disabilities, the education ministry has organised three programmes to support these young people across the country," said ministry spokesperson Vicheka Khuon.

The first programme is a special education school system, the second is an inclusion initiative and the third is an integration scheme. 

The second two are designed to integrate special education programmes into mainstream schools, ensuring that children with disabilities, including those who are deaf, blind or have intellectual disabilities, can learn alongside their peers.

"To ensure that there are skilled teachers for young people with special needs, the ministry has established the National Institute of Special Education (NISE), which is responsible for one-year training for teachers who have students with disabilities in their classrooms," Vicheka told The Post.

Despite these efforts, the availability of special services remains limited, and many children with disabilities continue to face significant barriers to accessing quality schooling. 

For example, while GSES has successfully helped some students transition to traditional schools, many children with more severe disabilities continue to require specialised support that is not available in most schools. 

Furthermore, the cost of private special education can be prohibitive, leaving many families with no choice but to keep their children at home.

Many’s vision for the future includes more special education classes in public schools and increased outreach efforts to eliminate discrimination and provide more support for children with disabilities. 

"I really want to see special needs children receive the support they need, so they can eventually secure employment and live independently," she says. 

Her advocacy underscores the importance of not just access to education, but the need for a comprehensive support system that includes trained educators, tailored curricula and societal acceptance.

“What I truly enjoy is giving my children special opportunities for education, which helps the entire family. With the children learning, parents can work, grandparents can relax and mothers can have more time for other children. Couples stop arguing and reconcile. We want to see these children be able to attend school with neurotypical children,” Many says.

As the founder of GSES, she is raising funds to build a school for special needs children and is receiving full support from parents and guardians, with assistance from the Catholic community of Boeung Tompun in Phnom Penh’s Meanchey district, which donated the land for the school building.

Started in 2017 in an apartment flat near the community, with only six special needs children, the school now has 315 students. A new 10-storey building will be constructed to meet the educational needs of these children.