This research targets the principal and lower extra level students with disabilities with the objective to handle the educational needs of CWDs in Myanmar. In addition, one of the most crucial concerns in the Myanmar educational sector is how CWDs can be provided with opportunities to take responsibility because of their learning throughout the principles of community involvement and technical assistance to achieve a sustainable future.
The politics and social context is reviewed in terms of international insurance plan reforms and initiatives, especially the Salamanca Affirmation that decided to ensure a simple education for those children, including CWDs. The Salamanca Platform to use it (1994) was a substantial milestone in the education for CWDs and advised the method of service delivery of timing and involvement that associated with inclusive methods. National-level policy and laws as they relate with CWDs are briefly described in service delivery, and increase recognition about the educational opportunities for the kids. Moreover, the government tries to help make the concerted attempts harmoniously for the quality of life of PWDs at pleasant.
According to the instruction of the EFA-NAP, the next activities are being carried out:
Providing primary school textbooks worthwhile over 1835. 51 million kyats in free from charges for over 5 million primary students to initiate free, compulsory main education;
Preparing the programs for scholarships and stipends which will be implemented beginning with 2012-13AY in basic and advanced schooling sectors; and
Enacting the private institution registration law and developing regulations in coordination with worried departments to contribute the training services by the private sector.
For improving the quality of school education, monitoring and supervision mechanism has been strengthened since 2006-07 AY by focusing on the teaching and learning process. Basic education schools were classified by 5 levels (A, B, C, D, E) based on applying the next monitoring and supervision conditions such as
Accomplishment of the school principal;
Level of institution attendance;
Implementation of regular monthly lesson programs;
Use of teaching supports, facilities & laboratories;
Cultivating morale and ethics;
Capacity of educating staff;
Adequate classrooms and furniture;
School sanitation and tidiness;
Adequate teaching assists and media facilities;
Greening of your institution campus; and
Good physical setting up of schools.
Myanmar has made progress in the education sector to satisfy MDG 2: "Achieve common major education" with the target of ensuring that, by 2015, children all over the place, children alike, will be able to complete a complete course of major schooling: nevertheless the dropout rate still saturated in secondary university level. A complete of 92 government authorities including Myanmar and 25 international organizations reaffirmed commitment to the goals of Education for any (EFA), recognizing the necessity and urgency of providing an education for children and junior with special needs within the standard education system. By the state data on world wide web enrollment in primary academic institutions was 84. 6% this year 2010 (MOE, 2010, EFA in Myanmar) and the gender discrimination has typically been removed from basic education enrollment. However, the net enrollment rates in supplementary and tertiary education are extremely low. The quality of education by any means levels remains a significant concern.
Inclusive education (IE) is to support education for all those, with special focus on removing obstacles to involvement and learning for girls and women, disadvantaged teams, children with disabilities and out-of-school children. The main point of IE is the basic right to education, which is rooted in many international human rights treaties because the UDHR implemented in 1948. The Dakar Education Community forum (2000) reaffirmed that education was a fundamental human being right and underlined the value of the rights-based government activities in implementing EFA activities at the countrywide level. The agreements on the guidelines and expectations of IE spelt out the international individuals rights musical instruments and a rights-based education system. Myanmar government is applicable a rights-based method of education in their encoding and planning procedures.
It will also quickly discuss possible entrance items and tools to move forward. Furthermore, it is hoped that this research increase understanding of individual protection under the law' importance in underpinning development cooperation development, as well as fostering a talk on the sensible aspects of applying such programming. Lots of the problems are related to having less education quality, relevance and exclusion of learning. There's a well-recognized hyperlink between conquering the barriers of learning and reaching the EFA goals. Government and colleges' principals must, therefore, pay special focus on children who should maintain school, and are not, also to children who are in college, but cannot do well there.
At today's, MOE is making special agreements for the handicapped and other excluded children to wait formal schools and continue their education receiving special attention and attention. In Myanmar, IE programs were produced to accommodate for all children irrespective of their physical, intellectual, cultural, emotional, linguistic or other conditions. These programs include all prone children such as CWDs; children form mobile households, orphans, streets children, and other disadvantaged children. No. 25 Basic Education Key School (Yangon) is the greatest see of MOE in utilizing IE. A new multi-pronged technique for the capability building in Professor Education can promote the intensifying adoption of effective coaching and learning methodologies for many CWDs at all levels. MOE and other associates enhance educational management for the Basic Education Sector Plan that supports the Government's education service delivery to meet goods needs at the institution level.
IE is a program that creates opportunities for CWDs to go after education as well as non-disabled children in mainstreaming classes. It can create the educational opportunities for these people. Nowadays, CWDs who've completed their principal education through special institutions are now able to continue their education in mainstreaming institutions by keeping abreast with other non-disabled children. IE Based on the reports data from MOE in 2011 proved that, there were 801 disable children in mainstreaming institutions, 1450 children in special schools for the blind and the deaf, 30 disable students in universities and schools and 6 disable students in expert degree courses in 2010-11 AY.
The government policy was developed and employed with policy reform to load the difference in legal and plan development. As par reading from the multimedia, the advocacy for helping disabled issue increasingly more in Myanmar. The federal government policy and legal change arise on resetting standards for meaning of PWDs. Out of nine conditions (international norms), some execution functions of IE use four conditions to determine the PWDs. To become more specific about educational opportunities for CWDs, the federal government agrees to provide all children (including all no matter physical condition) equal possibility to learn basic education. Inside the actual situation, there has a difference between plan and practice.
The concept of IE means welcoming all children, without discrimination, in formal colleges. Indeed, this can be a give attention to creating environments responsive to the differing developmental capacities, needs, and potentials of all children. Addition means a switch in services from simply attempting to fit the child into 'normal adjustments'; this is a supplemental support for his or her disabilities on special needs and promoting the child's overall development in an optimal environment. It calls for admiration of difference and diversity of specific characteristics and needs. It has to include a consideration of overall group, curriculum and classroom practice, support for learning and staff development.
By the cooperation and co-operation of MOE, DSW is employing inclusive education for the students with disabilities especially for the Blind and the Deaf students. Also, inclusive education workshops were presented throughout the united states and the teachers from the MOE and the staffs from DSW were also attended. Myanmar is currently implementing six areas for PWDs over the region such as
Enhancing Education Standard,
Improving Vocational Trainings and Job Opportunities,
Promoting Health Care Service,
Enhancing Reintegration into the Society,
Upgrading Capacity Building and Morale, and
Providing Community Needs.
In this example, if the companies can make the concerted work harmoniously, the life quality of PWDs will surely be increased and nice. Inclusive education can result in the educational opportunities for CWDs. Some NGOs and DPOs are collaborating with the Department of Community Welfare, the Department of Basic Education and the Division of Health for CWDs, who've completed their primary and lower supplementary education level through special institutions, in a position to continue their education.
3. 6. 1 Implementing procedures of IE by I/LNGOs
TLMI is regarding just a little part in this field of IE execution techniques. They only perform trainings for educators on disability issues, the value of CWDs to receive the opportunity to go to institutions like any other children and providing some hurdle free layout in selected classes. TLMI is working with the parents of CWDs to influence to send the formal institution and on the other hands they also attempt to engage with university principals to simply accept and pay attention for those children. Also they suggested the education need of PWDs in the Draft impaired law, advocate the decision makers and educator, and we will work as well as U Tin Nyo, retired DG from MOE who's very thinking about IE for CWDs.
Myanmar Individual Living Initiative (MILI) has concrete intend to use the IE programs for children with cross-disabilities, they cannot take shape it yet totally because their firm is just one year old & still young. But, some professional users of MILI organization are actively involved with comprehensive disability rules drafting process to ensure the educational rights of PWDs. The Long connection with impairment inclusive education for five years, the community-based rehabilitation programs mainly supported poor children with disabilities to go to mainstream classes, advocated parents and education instructors for disability inclusive education and renovated the classes to be accessible for students with disabilities in cooperation with Office of basic education, DSW, local PWDs' Self-help Organizations and other relevant stakeholders.
That organization has organized to work in IE coverage for PWDs by following varieties of strategies;
Awareness raising and advocacy for disability inclusive education coverage & law
Capacity building of educational officials and staffs, and parents as well
Support children with disabilities because of their mainstream and special schools
Change the classes as accessible friendly places for handicapped children
Strengthen the collaboration among authorities departments, non-government sectors and relevant stakeholders to ensure the educational right of impaired children
Eden initiated the job of IE applying in formal classes and the program for hurdle free reconstruction such as walkways, couch toilet and one handrail that fixed in the bathroom. In that project, 80 IE students were compiled at Eden Centre for CWDs. Also Eden celebrated the township level recognition meeting for presenting to the teachers for successfully executed IE policy. This means that the principals and educators from 21 schools are presenting IE consciousness about IE at their schools. Therefore, IE process can only be successful through strong cooperation and cooperation between all shareholders especially from the government site and the donor site as well.
Eden is cooperating with DSW and MOE. Relating with their advice, they presented workshops and trainings for recognition boosting workshop with DSW and MOE and distributed awareness about IE and disability concern to other I/LNGOs' staff, local authorities, other stakeholders and teachers from mainstream classes. EDEN organizes some mobile training courses throughout Myanmar targeted at helping enhance the lives of impaired people which focus on activities such as CBR, IE and disability development. From the help of DSW and Office of Basic Education No. (1), (2) and (3), consciousness training not only about IE but also the Community Model of Impairment was conducted in mainstream academic institutions.
"PWDs in Yangon have more chances to gain access to this information with help from NGOs and DSW, but those moving into rural areas struggling scheduled to inconvenient travel and insufficient flexibility, " U Hta Oke said. "I'm thrilled about the growing quantity of people working in the field, but the majority of them are by using a charity approach, which involves supplying food, money, tools and other needs, " he said. "Few are by using a life-based approach, this means providing training to allow them to stand independently feet. "
Moreover, for the educational status of children with reading/seeing/ intellectual disabilities in Myanmar is limited and behind-the-times. There is only the DSW has one project on sign terminology especially for people with hearing impairment. There is absolutely no standard educational practice. Professors learn by duplicating the techniques of older instructors. According to the UN CRPD contract stresses bi-lingual/bi-cultural education for folks with hearing disability. The Mary Chapman University in Yangon uses the beliefs "Total Communication" that is method is a widely adopted language plan in deaf education from the 1970s. But this idea is out-dated. Graduation rates are incredibly low. In Yangon Department, only 14 students with reading disability have transferred high school and only six have graduated from college or university until 2011-2012 academics years.
Undertaking All School-age Children in School Program
In Myanmar, all school aged children in school task (ACIS) was carried out by the MOE by collaborating with UNICEF since 1994 with the seeks of reducing the number of over-aged out of school children, eliminating non-school heading populace, making certain all institution aged children to wait college and increasing the enrollment rate of principal level students. They designed the the other day of May as the complete Country Institution Enrollment Week.
3. 6. 2 Special academic institutions which are reinforced IE for CWDs
Myanmar has an insurance plan of IE, which means impaired students, including those who are blind, are permitted to enroll in classes in mainstream institutions. This study discovered that mainstream schools aren't properly outfitted to appeal to students with disabilities which imply that most CWDs are obligated to attend special schools, despite the policy. You will find challenges to employing the coverage, since classes lack the mandatory resources and facilities.
Myanmar Religious Fellowship of the Blind (MCFB) was founded on 4th August, 1975, to update the basic level of education afforded to blind people to be able to increase opportunities of leading 3rd party in life styles. That foundation induces beneficiaries in education specific with their needs including vocational training, and a concentrate on how to deal as a blind father or mother and job placements. The MCFB allows children aged five and above and enrolls a similar method to the federal government mainstreaming academic institutions. At that university, students can study from grade 1 to 5 and they can continue their extra education in formal college. That university charges Kyats 15, 000 yearly for day students and Kyats 40, 000-50, 000 for boarding students, which includes accommodation, dishes and tuition fees. However, there are over 700 blind and visually impaired students get a formal or vocational education.
"The classes should be outfitted with coaching materials in Braille, and educators who know how to educate the blind by using Braille, " said Mr. Thein Lwin, the overall secretary of MCFB.
Also within an interview with the main of the Kyee Myint Daing Institution for the Blind found that the school accepts children from age group six to 16, who are trained to the fourth standard. Once they finished the principal education, they are really sent to a formal institution to keep their extra education. The institution and has both day students and boarders with free from charges for all fees of food and accommodation. The institution can accept 200 students for just one academic 12 months.
Mary Chapman College for the Deaf accepts children from the age ranges of five to 18. At that university, children can learn regular curriculum that is educated in formal academic institutions together with conversation reading, finger spelling and indication language. Additionally, children at that institution over 10-time of aged are educated reading, writing and arithmetic and vocational training such as tailoring, knitting, book binding, bag-making, cooking and massage. The school charge is Kyats 6, 000 monthly including dishes for students.
The College for Impaired Children in Mayangone Township in Yangon is controlled by the DSW. That college accepts both bodily and mentally disabled children between the age groups of six to 18 and teaches the standard curriculum up to the fourth standard. It is rolling out a particular curriculum for children with a learning impairment that look at the extent of their disability and their capacity to learn. The existing admission payment is Kyats 10, 000 for just one academic yr.
Further, as the study discovered that, the technical for education and training initiatives are not not used to Myanmar. Due to some recent educational innovations and reforms, it is not used to some professors and learners both in curriculum and ways of delivery.
Special Program for Over-aged Children
This program is one of the branches of all college aged children in institution especially for over-aged children. It was started in 2003-04 AY at basic education academic institutions. If the kid has between your get older of 7 and 8, he/she will complete the primary education within three years and if the child has over 9 years of age, this accelerated program permits to complete his/her principal education within 2 years.
Monastic Education System
Under the supervision the Ministry of Religious Affairs, the monastic basic education schools are initiated by collaborating with the MOE. They use the formal basic education curriculum of MOE but the schooling hour is adaptable according to the students' availability. This program is so benefit for the marginalized children including CWDs that is complementary to the formal education system. In 2010-11 AY, there have been about 1431 Monastic colleges (1071 primary universities, 246 post most important academic institutions, 112 middle academic institutions and 2 high classes) with 0. 215 million students including novices and nuns. Presently, at least 40% of most students in Myanmar are going to at these monastic classes. The research found that it continues to be hardly any opportunities for CWDs if we compared to the entire nation.
3. 7 Problems of accessibility to education experienced by PWDs
The concept of basic education as the right based procedure has been accepted internationally. However, a big variety of CWDS are not able to complete the very least number of college years in most producing countries. They face a number of barriers before approaching to university and even within the institution. This research conclusions highlighted the problems of CWDs to access education that although the regulation and laws and regulations on inclusive education for many excluded children have been more developed in Myanmar. The federal government runs the IE as the national level education development plan, however, there is a lack of educational assistive materials such as Braille catalogs, Braille writing casings and syllabuses, qualitative/standard paperwork for writing in Braille, assistive devices for numerical teaching or learning, and sign language interpreters. Therefore and because of the insufficient skilled teachers, the IE system's benefits havent been realized.
Learning through the restricted environment in addition has been one the most critical issues of educational opportunities for PWDs that needs to be addressed to be able to set-up equality and equitable education in Myanmar. The existing education system will not suit for PWDs in rural area, specifically to advertise the education standard of CWDs. In fact, there are several factors that impact over the education opportunity for CWDs. Furthermore, the researcher attempts to explore what are those factors, issues, and hurdles in going after education in the community. The next data are contributed by the PWDs and community staff through the field research.
Towards the attainment of MDGs, many troubles still remain with regard to special focus which is necessary on hard-to-reach areas. A need of advocacy with an increase of focus on obligation bearer is a strategy to make certain of the long-term commitment. The insurance plan must be rewritten with a much better understanding of authorities, work bearers and responsibility holders. In addition, the accessible services for PWDs in Myanmar is very little, only those who are in cities could access to those services and even they need to get to such places whereby need a lot of barriers to defeat to make it happen and money factor is another big hurdle. In 2008, there are only 100 Physiotherapists appointed in hospitals under ministry of health.
According to the First Myanmar National Disability Survey 2010 demonstrated that there have been only 50% of PWDs in Myanmar never went to school, out which 66. 5% enrolled in primary universities, 22. 2% in supplementary schools. Some type of problems concerned with CWDs. A lot of those who do attend mainstream academic institutions soon drop-out because of unfriendly attitudes and environments in educational configurations. They often face negative treatment from their peers who are not sensitized to impairment issues. Most instructors and university principals are not sure of the idea of including. In Myanmar, one of the Southeast Parts of asia, most of people remain discriminate and exclude the CWDs traditionally. They believe money can make CWDs to be happy. It's not right. In special colleges, there have IE tasks for those CWDs. It could only the way to make in those children's lives to be valuable.
While the enrollment rate increase almost 100% every year at school beginning seasons, there is certainly alarming about 40-50% shedding away before they completed in their key education so one could think about for students with disabilities. There exists little help for schooling opportunities for students with disabilities with the existing situation due to low understanding about the disability concern, wrong traditional believes and practice, less accessible resources (Brielle, sign language, teaching supports, Properties, etc. ), Low prioritization no special regulation and regulation to protect them. Among the four types of disabilities, ease of access for physical impairment, blind and deaf disability may be about 3. For people with intellectual impairment is 0. 05.
The the greater part of CWDs never attended school and this a large percentage of the ones who do attend mainstream schools soon drop out credited to inaccessible college infrastructure, lack of learning scopes, poor learning process and unfriendly institution environment. But among the children that are not in virtually any form of educational setups, a huge majority shows an enthusiastic interest to acquire education. CWDs may have lots of the problems that affect children in danger. The down sides and problems aren't because of their impairments but because of several obstacles around their surroundings.
During this field research, the researcher notified that there surely is an absence of reliable and regular data on the educational status of children relating with their disabilities. This helps it be difficult for teachers, policy-makers and programmers to understand the type of the condition, and identify possible solutions. Moreover, the existing teaching methods are not addressing to the average person needs of students with disabilities by lacking training and connection with teachers in coaching and controlling them. Currently, the education of CWDs is concerned by DSW. For this reason, it is difficult to mainstream the program. Education for CWDs must be addressed by the MOE by collaborating with DSW and other stakeholder organizations.
The high cost of instructional materials of CWDs further curtailed their usage of all inclusive education services. Some staff from DPOs were also presented about the combination section of economical factors of CWDs' families to gain access to education. To summarize the various agreements on poverty conditions that is seriously hindering the CWDs from being able to access education. Poverty isn't only affected on the ease of access of basic education for CWDs also for other children.
In other the school drop-out CWDs circumstance, many of them are suffering from an unrecorded or undiagnosed disability. If the community aware more about the disability concern, they could make an effort to improve education for those children, but right now the illiteracy rate of the population is so high and this caused an economic burden on countries. Inside the failure to add those CWDs, most of the community participants are ignoring an important step in our try to get rid of poverty. Poverty and lack of knowledge on impairment issues are the major problems being able to access education for CWDs. Poverty would stand out on top as there are livelihood opportunities for parents who are poor and having CWDs in the family.
The researcher will abide by the respondents that due to recognized added costs of medical problems, the challenge is relatively deeper when the CWDs are involved. More than half of the population of PWDs lives in rural areas detached from the benefits of information and communication, vehicles, and certain advanced scientific facilities. Indeed the high cost of accessories, in conjunction with the rampant poverty predetermines the next to or total lack of instructional materials. There does not seem to be always a policy to ensure the massive distribution of the materials.
The insufficient matching infrastructure necessary for the integration was determined as an integral challenge to all or any inclusive education services. A lot of the institutions' infrastructures aren't comfortable for children with physical and visible disabilities. There are plenty of environmental obstacles for wheelchair motion. In classes that are in least two reports high, there is absolutely no way to climb up the stair by children in wheelchairs or using crutches. Parents of bodily disabled children need to be carried up stairs and the entrances are also not large enough for wheelchairs to feed. Lack of classroom adaptations hinders the movements of children with disabilities like the furniture of the classrooms and accessible toilets. These obstacles are so hard to access IE.
A key problem is the lack of clear insurance policy guiding I/LNGOs' interventions in education for students with disabilities. Another barrier is having less reliable information and statistics which could online backup planning and funding processes. All academic institutions are under the Ministry of Education, but the development issues of CWDs remain under the DSW. Existing regulations related to education and disabilities were found to be contradictory to each other. Appropriate policy formulation & adaptation must overcome the obstacles.
Moreover, the cover education is the basic need and knowing of responsibility bearers and duty holders have to be promoted along using its legal and coverage development. It is somehow, inclusion is not a subject of Teacher's training school, training methods & tools are not available in Myanmar. Inadequate knowledge of inclusive coaching methodologies, insufficient public recognition about the needs and opportunities of the aim for group and lack of funding to support inclusive education for CWDs are avoiding these children from obtaining an education and being contained in wider population.
It is found that to be depended upon the individual teacher's or school principals' interest to start you need to include in the mainstream education system. Most of the services can be found only in Major City such as Yangon, Mandalay and Sagine where 27% of PWDs are aware of existing social services, while only one third of those ever before contacted the agency.
Isolation and bad attitude by peers
According to the EFA strategy, all academic institutions are found to be enforcing IE process regarding the CWDs but there are no insulting them, special support to them, no strenuous benefit them. In some cases, some non-disabled children understand some CWDs as contagious and dread that they can transfer from those disabilities. Some superstitious parents of non-disabled children want to prevent their children from acquiring buddies with CWDs. This is one factor that upsets one of CWDs.
Information and awareness sector
As to the knowing of NGOs who provide services for PWDs, 14. 7% know of their presence but just over 1. 7% of these who know about the services had ever contacted NGOs. Regarding special establishments, 20. 2% of PWDs have knowledge about special establishments but only significantly less than 1. 7% of these ever had contact with them. Only 14. 6% of PWDs find out about the lifetime of organizations for and of PWDs whereas only 2. 5% of these ever been involved with those organizations. Involvement of PWDs in IE insurance plan is not a major problem for physically disabled persons. The top problem is IE and vocational training for ID. Government, I/LNGOs and DPOs need to do a lot of computer.
Unavailable trained instructors in adopting students with disabilities
The lack of enough trained instructors has predetermined that CWDs lack the specific care they want. This could be explained by lack of awareness and disability related facilities like ramps, special toilet facilities, learning materials by the parents. Teachers can assimilate the virtue of education levels, functions and responsibilities when you are exposed certain requirements of CWDs locally. In almost all academic institutions, the students with disabilities allow to stay in front of the classrooms. Nevertheless in some schools, there is no effort to aid for CWDs in this regard. The researcher noticed that one university student with hearing impairment was sitting at the back of the class that aggravate her learning skill. When the researcher asked her course teacher about any of it, she said that the child had not told her about it.
Another problem encountered by CWDs is the traditional methods of coaching and learning that has little opportunity for responding to diverse learning needs of students, insufficient continuous diagnosis of individual learners, and a significant shortage of assistive devices and learning materials all become major obstacles to CWDs. There is absolutely no special curriculum for CWDs in mainstream academic institutions but there are a few special institutions for CWDs, which regrettably those schools are not situated in and around the rural area.
If CWDs can able to gain access to formal education in the mainstream institutions, they can gain not only education, but also the chance for social inclusion using their non-disabled friends that are so important to practice because of their life-skills. Summarizing the interview with one learner with intellectual disability from special institution shared his feeling that he wanted to attend the institution and he would like to live along with his friends. If he stays at home, he feels so lonely and bored because he has nothing at all to do at home. He needs to do some activities with his peers. He considers that keeping yourself home is meaningless for his life and he relishes being with friends in college and this has become his life style.
Appropriate policies must conquer physical and attitudinal obstacles. People involved in education aren't adequately informed. Generally, there are misconceptions regarding disability. A lot of the primary college principals are not aware of ongoing education programs for students with disabilities, and institution management policy will not encourage inclusion to them. This is mainly because of a lack of conceptual clarity concerning about IE and its own practice in grass-root level. One mother or father of CWDs remarked that,
'All students, including CWDs, are encouraged and encouraged to believe that physical limits do not necessarily act as obstacles to learning and learning and skills. '
One literally disabled university student especially as cerebral-palsied distributed his troubles;
"It takes me a lot of time to do something that seems very easy for other students. I am very slow-moving at writing and my handwriting is very untidy" he says.
Generally, instructors show their understanding towards IE for CWDs by giving more time for these CWDs to complete their tasks and arranging the helper through the exam time. This however is not the helpful way to aid for those very seriously having impairment students because doesn't friendliness the student's disabilities and sometimes the helper doesn't understand what that student point out within a short while. So it caused a great deal of problems for CWDs.
Above all, overprotective family and community attitudes are an issue for CWDs. Community people, typically in rural areas, still consider PWDs to be helpless. They are often thought that PWDs haven't any capacity to build up themselves in conditions of physical, intellectual and spiritual impairments. Furthermore, most parents assume that the best way to treat their children with disabilities as an overprotective towards them and let them stay at home constantly and stay away from the community. In this manner, they attempt to provide their finest services as their own way.
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