Challenges Towards Implementing Inclusive Education in Myanmar

Abstract

Many challenges still exist in combating discrimination and achieving equal education access for all, including those with disabilities in international communities. Myanmar is undoubtedly a country that faces a number of obstacles. This qualitative study aims to understand the barriers and challenges that teachers face when implementing inclusive education. A total of five purposively selected teachers participated in this study. Thematic analysis was used to analyze the data elicited through semi-structured interviews. The findings revealed that teachers generally had positive attitudes toward inclusion; nevertheless, various challenges hampered the ability of teachers to implement policies. Three main themes were found, including religious factors, physical factors, and student with and without disabilities. The research contributes to the limited literature on inclusion and gives insights into legislative ways to practically facilitate a better strategic policy implementation plan in inclusive settings. This research proposes that politicians should prioritize teacher professional development and emphasize the significance of culture and religion in inclusive education.