Supporting students with disability in schools in Bhutan: perspectives from school principals. Issue 1 (2nd January 2019)

• Record Type: Journal Article
• Authors: Subba, Amrith Bdr; Yangzom, Chokey; Dorji, Karma; Choden, Sangye; Namgay, Ugyen; Carrington, Suzanne; Nickerson, Julie
• Is Part Of: International journal of inclusive education. Volume 23:Issue 1(2019)
• Page Start: 42
• Page End: 64
• Publication Date: 2019-01-02
• Subjects: Inclusive education -- less developed countries -- education for all; Inclusive education -- Periodicals; Mainstreaming in education -- Periodicals; 371.9
• DOI: 10.1080/13603116.2018.1514744
• Languages: English
• ISSNs: 1360-3116

Abstract

ABSTRACT: Bhutanese educators are facing the challenge of implementing inclusive education for students with disability throughout their schooling system. Selected schools have started to implement inclusive policies and practices, and it is timely to investigate the progress of inclusive education in these schools. In this qualitative study, 14 Bhutanese principals responded to questions regarding inclusive practices in their schools. Responses were divided into two broad categories: the current status of inclusion in their school; and, inclusion in the future. Principals described barriers such as a lack of specialised teachers, inadequate resources and facilities, and a lack of holistic inclusion. However, they also noted that students were accepted by their peers, that the schools were working well with what they have, and that there was a positive attitude for the future. Changes that are required to progress inclusive education in Bhutan from the perspective of the principals are discussed. The findings of this research will be of interest to researchers and leaders in schools and ministries of education who are working to promote more inclusive schools in less developed countries.