universityofnewcastleupontyneschoolofeducation,.docVIP

University of Newcastle upon Tyne School of Education, Communication and Language Science Ms. Aye Aye Mortimer B.Phil. (Education) Level 3 An examination of current provision of education for children with Special Educational Needs in Karen refugee camp schools at the Thai-Myanmar border 20 August 2004 Chapter One: Introduction 1.1 Aim of the study The paper investigates the provision of education for children designated as having special educational needs within the context of the Karen community located near the eastern border area of Myanmar. The population sample chosen is that of the Karen refugees in camps along the Thai-Myanmar border. The study is carried out through: i) collection of available statistics to demonstrate the scale of the problem; ii) disaggregation of data to indicate the range of special needs being catered for; and, iii) an examination of various teacher training and administration approaches being used, in order to identify whether these are accommodating to children with special educational needs. 1.2 Myanmar context Burma was renamed Myanmar by the military government in June 1989. The name Myanmar has been used throughout this paper in order to remain consistent with referenced data from United Nations and other sources. Myanmar is categorized as a Least Developed Country (LDC) by the United Nations, ranking alongside Ethiopia, Sudan, Laos and Sierra Leone as one of the poorest countries in the world (UNICEF 2001). In terms of adult literacy and primary school attendance rates Myanmar compares favourably with other LDC countries (see Appendix 1), though school drop-out rates, especially in rural areas are very high. It has been estimated that less than 2% of children entering primary school go on to complete secondary level (National Health and Education Committee 2002). Myanmar is the largest country in Southeast Asia and is bordered by India, China, Bangladesh, Thailand and Laos. It is rich in minerals, h