Topic: Building the Teachers for children with Special Education

Needs.
1. Background
Referring to the Educational Law under the National
Rehabilitation Center, Ministry of Health the special education
school has established for deaf-mute and blind children by
coordinating with Formal Education Department, Ministry of
Education.
Two months for learning-teaching demonstration for eleven
deaf-mute and blind children. there is growth potential, so the
first special education school for children with special needs was
established under the agreement of Minister of Ministry of
Education No. 1066, dated 27 August 1992 in the National
Rehabilitation Centre, While the inclusive education project was
implemented in Vientiane Capital
In 2005, the special education and inclusive education were
growth potential and achievement.
In 2009, the special education schools is established in
Luangprabang and Savannaket Province, the enrolment of
children with special needs is 148, teaching for deaf-mute children
is used the sign language and used the Braille for blind children
and inclusive education project is expanded 539 of inclusive
education schools within 141 districts in 17 provinces with more
than 3,000 children with special needs, while the Ministry of
education is drafting the Inclusive Educational Policy and is
submitted to the government at the end of the year 2009.
However, special education and inclusive education have faced the
challenges and problems that are not solved such as:
1. There has been not a clear policy for special education(only
educational law and policy of National Rehabilitation
Center)
2. Missing teachers who finished the special education, all
teachers in the schools with special needs are
physiotherapist and don’t enhance the teaching method and
education administration and management for special
education.
3. School buildings, dormitories, classrooms, and libraries are
not enough.
4. Teaching equipment, books, and visual aids for students
with special needs are not enough.
 5. No budget for development the schools with special needs.
6. Understanding of community, parents and local authority
are limited.
7. Scholarship for children with special needs is enough.
8. Monitoring and evaluation has been not continued.
In my experience, this problem is caused from the factors below:

 Social aspect:
The value of community to special teachers who teach
children with special needs is low.

 economy:
The government doesn’t have the budget for special schools
and cannot expand the special school for children with special
needs because everything to develop the schools for children
with special needs is very expensive.

 National policy:
The government has not had the clear policy for support and
help the teachers who teach in schools for children with
special needs such as the government has not had the
curriculum and plan to develop the special education
teachers etc.

In my ideas the problem that I mentioned above can be solved

as following:
- Concerning organization should produce special moving
campaign unit, model for special education, arrange the
radio program and TV program about special education in
order to community who like or families who have children
with special needs to learn to be teachers for teaching at the
schools for children with special needs.

- The Inclusive Education Policy for inclusive education could

be accessible to children with special needs especially, the
development of curriculum for the teachers for special
education, add more scholarship for teachers like the ethnic
boarding school such as develop the special education
teachers, expand school buildings for special education,
supply teaching –learning equipment, books, rise
 scholarship for special students.

So I would like to learn the special education in Japan that how

does Japan develop the special education? In order to develop
the special education to relieve the bear of community and
government to achieve the basic education goal by the year
2015 and bring the country out of the least developed country
by the year 2020.

2. Research Objectives:
- To develop the teachers for children with special needs in
Laos.
- To learn, skills and experiences from international about
development special education teachers is to help me
improve and develop the special education teachers in Laos
by working with Inclusive Education Centre and Teacher
Training Department. The way to encourage and promote
the enrolment to be teachers for children with special needs
in the Teacher Training Institutes to improve the quality of
their life.
- To find the way to include special need children in
mainstream school.
3. Research Process:
3.1 First year I would like to follow the curriculum of
Osaka University and research the policies from many
countries about how to develop and promote the special
education and also develop the draft of thesis.
3.2 Second year I am going to develop the
questionnaires and come back to collect data
in Lao PDR. First, I am going to see the EMIS of MOE and
Inclusive Education Centre in order to collect the data
concerning the special education. After that I am going to
collect data in Special Education School at the National
Rehabilitation Centre, Luangprabang and Savannaket
Province etc.
Use the questions: interview the directors of centre and
school:
Are there any special education schools?
Are there any special education teachers?
 How many teachers do you need in the future?
Then collect data and analyse, when I compare, if its disparity,
I will go on to interview
With different group.
If the information is complete, I will discuss with
professor.

4. Expected Output:
4.1 Variety of knowledge, skills and experience that
concern the development special education in Japan and
other countries.
4.2 The way to improve and develop the quality of
special education teachers.
4.3 Experience the development thesis through real
experience.
4.4 To use real experience to develop the special
education teachers in Lao PDR.
4.5 The approach to include special need children in
mainstream school.