THE IMPACTS AND EFFECTIVENESS OF SPECIAL EDUCATION NEEDS SCHOOLS IN MYANMAR

Abstract

Historically in Myanmar, there has been limited recognition of Special Educational Needs (SEN) and developmental disorders. But in recent years, because there has been a greater awareness of these conditions, private schools have sprung up to meet the special needs of students that require special training. Such educational settings with defined roles are increasingly stepping up to meet special educational needs (SEN) provision for these youngsters, providing the attending recognized resources for tried-and-true emulation in their academic, emotional and social development. Five teachers from reputed schools and two parents whose child is studying in such schools currently were interviewed to figure out how effective such SEN schools actually are. Teachers connected their experiences and progression and obstacles posed by their students with the parents who were able to provide a perspective on the influence that this specialized education is having on their children procurement. These individual experiences provide insight into both the good and bad of SEN education in Myanmar. At this time, there are special educational needs schools in Myanmar; they have brought tremendous transformation to the everyday lives of children with developmental disorders and their families. They offer a balanced and welcoming environment for the students' learning as well as development. Therefore, these institutions should not be neglected and the particular endowment should be provided to the government as it was not less than any other institutes. This means that if Myanmar can have inclusive and equitable learning environments (not only in special education needs, but also in general education) by integrating SEN programs in public schools and providing the proper resources and training for teachers, the country has the potential to come up with these learning environments.