Meet a DSI Changemaker: Daneth

Ms. Daneth THY is one of DSI's Cambodian Master Trainers and a passionate educator at Hands of Hope Community, one of our partner organizations, where she focuses specifically on working with children with autism and other types of intellectual and developmental disabilities. We asked her to share her thoughts about training teachers of children with disabilities and how to improve inclusion in Cambodia.

Why do you do this important disability work?

I have been involved in the education sector since 2012, and my career journey has been both rewarding and fulfilling. After graduating from high school, I began teaching children as young as 2 years old, which gave me a solid foundation in early childhood education. Over the years, I expanded my teaching experience to include children, teenagers, and adults.

Initially, I started as a kindergarten teacher, working with young children, which allowed me to develop a deep understanding of their needs and learning processes.

Over time, I gained valuable experience working with a diverse range of age groups, enhancing my ability to tailor my teaching to the unique needs of each student. Currently, I work as a special teacher, where I continue to apply my passion for education while supporting students with varying learning requirements.

Throughout my journey, I have come to realize that quality teaching is essential for shaping children's futures.

It's not just about transferring knowledge - it's about building their abilities and fostering an environment that allows them to thrive and grow. My goal has always been to help students reach their fullest potential, and I am committed to providing the best educational experience for every child I work with.

What is improving or changing for the better already?

There have been several positive changes already. As a Master Trainer, I’ve gained more confidence in delivering training sessions that provide teachers with inclusive strategies. The collaboration with other trainers has also expanded my perspective on best practices. That can bring me more opportunities in this sector.

Recently, many teachers have become more aware of the importance of inclusive education and are open to adapting their teaching methods to support diverse learners. They are starting to understand clearly that inclusive education benefits all children, not just those with disabilities.

I’ve seen changes in how children with disabilities are welcomed and greeted into classrooms. They are starting to feel more accepted and included by their peers and teachers. Their participation in learning activities has improved as a result of these efforts.

What is one continuing need now for teachers and children with disabilities in your community?

Of course, the next requirement for teachers of children with special needs today is knowledge and ongoing research in specialized skills. Both of these are crucial in helping children with special needs. Teaching children with special needs can only be successful if the teacher has experience, knowledge, and skills in the field of special education. Only then will the child receive the appropriate education.

One factor that prevents children from going to school is that parents may not recognize that their child has an intellectual disability, which is also referred to as having special needs. At the same time, we may notice that parents of children with special educational needs often feel discouraged, experience sympathy for their children, and may feel embarrassed. This can prevent them from allowing their children to go outside the house and interact with others. Some parents or guardians also may not want their children to play with other children.

What do you hope for the future of all children with disabilities in Cambodia? 

I hope for a future where every child with disabilities has equal access to education and the opportunity to learn, grow, and thrive in society.

I want to see a shift in attitudes where children with disabilities are seen as capable individuals with unique talents, not burdens to the community.

Education should empower them to pursue their dreams and contribute to their communities. I hope for a system where they are not only included in classrooms but also celebrated for their abilities and perspectives.

Is there anything else you want people to know about teacher training and inclusive education in Cambodia?

Inclusive education benefits everyone, not just children with disabilities. It fosters empathy, cooperation, and creativity among all students. When teachers are trained to be inclusive, they become better educators, capable of addressing the diverse needs of every learner. However, building an inclusive education system requires a collective effort. It needs investment in teacher training, resource development, and community awareness. By supporting inclusive education, we are not just changing classrooms - we are shaping a more inclusive and equitable society for future generations.

Daneth also shared some photos of learning activities she does with her students and helps other teachers learn and implement as well:

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