Education for Children with Mild to Severe Disabilities

Cambodia: Kampot, Kampong  Speu, Kandal, Kratie, Pailin, Phnom Penh,  Pursat, Siem Reap Provinces

Problem Statement

  • Breakdown of many social services and destruction of national infrastructure, lack of basic health and food security, and absolute poverty of many citizens have left the country with a large number of vulnerable groups.

  • Less than 10% of children with disabilities have access to any form of education (UNESCAP, 2002).

  • Main barriers to equal access to education for children with disabilities including lack of support to go to school by parents and community as no value seen in educating children with disabilities; discrimination from teachers/principals/other children; unprepared and unsupported teachers to adapt lessons and provide a quality education; inaccessibility of school facilities; unadapted teaching methods/ communication techniques to deaf or blind children especially; high levels of poverty; distance from home to school; lack of accessible transports.


AEAI’s response

Rectangle strategies: Improved ACCESS; Promoted QUALITY, Strengthen SYSTEM and INFLUENCE for policy and behavior change


Global objective

Children with disabilities and other vulnerable children have the same right to education, health services and social integration with their non-disabled peers in regular school with the necessary modifications to enhance them to become successful and productive members of society.


Target Groups

Direct: 2300 children with disabilities; 350 teachers and principals; 780 vulnerable children.

Indirect: 8,000 community members, local authority, policies makers and key stakeholders; 6,500 school boys and girls and the family members.


Main Activities

  • Increase the number of children through providing access to relevant, quality mainstreaming education for children with disabilities.

  • Improve the rehabilitation and cognitive function of children who cannot attend school in to continue care.

  • Reduce discrimination and improve the social inclusion through the local community and teacher capacity building, awareness raising, effective implementation of laws and policies.

  • Increase the income of families of the most vulnerable disabled children through income generation activities (animal raising, vegetables growing and other small businesses).


Expected Outcomes

  • 2300 children with disabilities are nurtured and prepared to enter special, integration classroom in a regular school or society in the communities;

  • 780 vulnerable children will also benefit from the project through the quality of teaching and learning;

  • Students with and without disabilities learn to get along with each other;

  • Provide home-based rehabilitation: stimulating activities, referrals, basic skills training to family members on cares;

  • 350 school teachers and government officials benefit from the project through capacity development, awareness raising and sensitization;

  • Gain greater understanding of children’s needs through teachers training, exchange visits and advocacy campaigns;

  • Teachers learn new teaching styles, applicable to all children;

  • Effective implementation of laws, policies and changing people’s behaviour;

  • Parents and communities are trained on the needs of children with disabilities, early intervention and care; and educated towards the acceptance of children with disabilities.



Rabbit School Organization, Komar Pikar Foundation, Disability Development Services Program, Epic Arts; Ministry of Education Youth and Sport; Ministry of Social Affair;



Samphors VORN, Country Program Director

Location /
Duration / 2012-2019

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