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On 3rd, April 2017, Greetings & Gifts ceremony of the ASEAN Women's Circle of Cambodia to students with Intellectual Disabilities and Autism of HHC in Aknovat secondary school, Kandal province, has received strong support ...

On 23rd, February 2017, Presided over by H.E Dr. Mong Reththy, 3rd Chairperson of the Senate of the Kingdom of Cambodia, visited the children with Intellectual Disability and Autism of HHC, and also with theirs parents at Takmao City, Kandal Province. ...

On 22nd, February 2017, Prosided over by H.E. Dr. Nath Bunroeun, Secretary of the Ministry of Education, Youth and Sports visited the children with Intellectual Disabilities and Autism of HHC at Kandal Province. He highly appreciated the efforts of Mr. Chan Sarin and colleagues to help children with disabilities to attend a national education policy. ...
Inclusive Education

Inclusive Education Define   Inclusive education should be viewed in terms of including traditionally excluded or marginalized groups or making the invisible visible. The most marginalized groups are often invisible in society: disabled children, girls, children in remote villages, and the very poor. These invisible groups are excluded from governmental policy and access to education.       • Inclusive education means that schools should accommodate all children regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted children, street and working children, children from remote or nomadic populations, children from linguistic, ethnic or cultural minorities and children from other disadvantaged or marginalized areas or groups.    • Despite encouraging developments, it is recognized that current strategies and programs have largely been insufficient or inappropriate with regard to needs of children and youth who are vulnerable to marginalization and exclusion. Where programs targeting various marginalized and excluded groups do exist, they have functioned outside the mainstream – special programs, specialized institutions, and specialist educators. Notwithstanding the best intentions, too often the result has been exclusion: ‘second-rate’ educational opportunities that do not guarantee the possibility to continue studies, or differentiation becoming a form of discrimination, leaving children with various needs outside the mainstream of school life and later, as adults, outside community social and cultural life in general

  Inclusive education seeks to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion. It was adopted at the Salamanca World Conference on Special Needs Education (1994) and was restated in Dakar (paragraph 4).    • The principle of inclusive education was adopted at the World Conference on Special Needs Education: Access and Quality (Salamanca, Spain, 1994) and was restated at the World Education Forum (Dakar, Senegal, 2000). The idea of inclusion is further supported by the UN Standard Rules on the Equalization of Opportunities for Persons with Disabilities proclaiming participation and equality for all.   • Inclusive education is a developmental approach seeking to address the learning needs of all children, youth and adults with a specific focus on those who are vulnerable to marginalization and exclusion.    It is believe that inclusive education provides the best solution for the school system which can meet the needs of all learners. The Right to Education for Persons with Disabilities: towards Inclusion” has accordingly been designed to serve as a tool to provide strategies for the development of an inclusive education of high quality. In addition, inclusive education cannot be developed in isolation from overall school development. Inclusive education cannot be seen as a specific issue, but must be regarded as an approach to the development of the entire school system. Inclusive education means that the school can provide a good education to all pupils irrespective of their varying abilities. All children will be treated with respect and ensured equal opportunities to learn together. Inclusive education is an on-going process. Teachers must work actively and deliberately to reach its goals. Ref: International Symposium on Inclusion and the Removal of Barriers to Learning,     participation, and Development, West Sumatra, Indonesia 4 UNESCO 1999

Hands of Hope Community is working with 4 primary schools in order to implement the Inclusive Education Project, by the way Cambodia by 50% by 2015. In addition, Cambodia is part of international and regional Government, donors, and NGO alliances designated to achieve agreed Millennium Development Goals (MDG) for universals primary education and gender equity by 2015.  In order to strengthen the quality of education the Royal Government of Cambodia committed to achieving the Goal of  “ Education For All “ by ensuring equity in the attainment of nine years of basic education for all children and ensuring access by the children of the poor households to education especially by improving the quality and number of public education.   The Royal government will continue to strengthen its partnerships with the private sector and the national and international community to enhance and improve the quality of education services, both in vocational and technical training and in higher education consistent with international standards and the development need of the nation. The Ministry of Education recognizes that in order to accelerate achievement of EFA, additional resources from communities and development partners need to be mobilized.   
News Update

Thanks to you, the youth students of Banteay Mean Chey Province donated the generous individuals, equipment and budget to support Dai Srolanh Project (Hands of Hope) to help children with intellectual disabilities and autism of HHC. ...

Vision: Hands of Hope is where hopes and love created and shared through the hands of the public 

Mission: Provide a venue where the public can use their donations to help children with disabilities, environment, and society

 Reuse public donations
 Create and increase the value of the donated items to benefit children with disabilities, environment, and society.

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