Supporting Students with Disability in Schools in Bhutan: Perspectives from School Principals

Autor/inn/en	Subba, Amrith Bdr; Yangzom, Chokey; Dorji, Karma; Choden, Sangye; Namgay, Ugyen; Carrington, Suzanne; Nickerson, Julie
Titel	Supporting Students with Disability in Schools in Bhutan: Perspectives from School Principals
Quelle	In: International Journal of Inclusive Education, 23 (2019) 1, S.42-64 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Carrington, Suzanne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2018.1514744
Schlagwörter	Foreign Countries; Inclusion; Developing Nations; Questionnaires; Disabilities; Special Education; Special Needs Students; Administrator Attitudes; Principals; Special Schools; Secondary Schools; Program Implementation; Access to Education; Bhutan + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Developing country; Developing countries; Entwicklungsland; Fragebogen; Handicap; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Principal; Schulleiter; Special school; Sonderschule; Sekundarschule; Education; Access; Bildung; Zugang; Bildungszugang
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01