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Slide show one

 នៅថ្ងៃទី ០៣ ខែ មេសា ឆ្នាំ ២០១៧ ពិធីចុះសួរសុខទុក្ខ និងចែកអំណោយរបស់សមាគមនារីអាស៊ានកម្ពុជា AWC ដល់សិស្សពិការខ្សោយសតិបញ្ញា និងអូទីស្សឹម នៃអង្គការ HHC នៅក្នុងអនុវិទ្យាល័យអនុវត្តក្រុងតាខ្មៅ ខេត្តកណ្តាលបានទទួលការគាំទ្រជាខ្លាំង ។ ...

នៅព្រឹកថ្ងៃទី២៣ ខែកុម្ភៈ ឆ្នាំ២០១៧ វេលាម៉ោង៨​ ឯកឧត្តមបណ្ឌិត ម៉ុង ឫទ្ធី ប្រធានគណៈកម្មការទី៣ព្រឹទ្ធសភានៃ ព្រះរាជាណាចក្រកម្ពុជា បានចុះសួរសុខទុក្ខកុមារពិការខ្សោយសតិបញ្ញា និងអូទីស្សឹម នៃអង្គការHHC ចំនួន ១៩០នាក់ អាណាព្យាបាលសិស្សានុសិស្សសហគមន៍ទាំងអស់សរុប ៧១១នាក់ស្ថិតនៅក្នុងអនុវិទ្យាល័អនុវត្តក្រុងតាខ្មៅ ។...

នៅថ្ងៃទី ២២ ខែ កុម្ភៈ ឆ្នាំ ២០១៧ ក្រោមអធិបតីភាពឯកឧត្តមបណ្ឌិត ណាត ប៊ុនរឿន រដ្ឋលេខាធិការក្រសួងអប់រំ យុជន និងកីឡា ចុះសួរសុខទុក្ខកុមារពិកាេខ្សោយសតិបញ្ញា និងអូទីស្សឹម HHC ខេត្តកណ្តាល ។ ឯកឧត្តមមានការកោតសរសើរ និងវាយតម្លៃខ្ពស់ដល់ខិតខំប្រឹងប្រែងរបស់លោក ចាន់ សារិន និងសហការីទាំងអស់ ដើម្បីជួយកុមារពិការអោយបានចូលរៀនតាមគោលការណ៍អប់រំជាតិ ។...
ការអប់រំបញ្ចូលគ្នា

និយមន័យនៃការអប់រំបញ្ចូលគ្នា

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 genera.



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. 
ព័ត៏មាន និង ព្រឹត្តិការណ៏ថ្មីៗ


សូមអរគុណដល់ប្អូនយុវនិស្សិតខេត្តបន្ទាយមានជ័យដែលបានប្រមូលពីសប្បុរសជននានាទាំងសម្ភារៈ
និងថវិការមកជួយកម្រោង ដៃស្រលាញ់ នៃកុមារពិកាេខ្សោយសតិបញ្ញា និងអូទីស្សឹម អង្កការHHC ។
សូមជូនពរប្អូនយុវនិស្សិតខេត្តបន្ទាយមានជ័យទាំងអស់ សូមមានសុខភាពល្អ រកសុីមានបាន
ជោគជ័យក្នុងការងារ ដើម្បីជួយសង្គមតទៅទៀត ។
សូមប្អូនទទួលនូវការរាប់អានដ៏ជ្រាលជ្រៅពីខ្ញុំ និងសហការីទាំងអស់។
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ចក្ខុវិស័យ៖ ដៃស្រលាញ់នឹងជាកន្លែងដែលសាធារណៈជនចែករំលែក និងបង្កើត ក្តីសង្ឃឹម និងការស្រលាញ់ដល់កុមារពិការ និង សង្គម។

បេសកម្ម៖ បង្កើតហាងសប្បុរស ដែលសាធារណៈជនអាចបរិច្ចាគ និងទិញរបស់បរិចា្ចគ ដើម្បី ជួយក្មេងពិការ បរិស្ថាន និងសង្គម។

គោលដៅ៖
 ប្រើប្រាស់ ឡើងវិញ នូវរបស់ដែលបានមកពីការបរិច្ចាកពីសាធារណៈជន 
 បង្កើត និងបង្កើនតម្លៃនៃរបស់ទាំងនោះ ដើម្បីជាប្រយោជន៍ដល់ កុមារពិការ បរិស្ថាន និងសង្គម 
ទទួលយក៖
 គ្រឿងសង្ហារឹម 
 សំលៀកបំពាក់ 
 សៀវភៅ និងសម្ភាៈសិក្សារផ្សេងៗ 
 តុក្កតា និងល្បែងក្មេងលេង 
 ស្បែកជើង 
 សម្ភារៈតុបតែងកាយ 
 សម្ភារៈប្រើប្រាស់ក្នុងផ្ទះ 
 គ្រឿងអេឡិចត្រូនិច 
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បង្ហាញទាំងអស់