Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Standard

Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education. / Schuelka, Matthew; Dorji, Richen.

Education in Bhutan: Culture, Schooling, and Gross National Happiness. ed. / Matthew Schuelka; Tom Maxwell. Springer, 2016. p. 181-198.

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

Harvard

Schuelka, M & Dorji, R 2016, Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education. in M Schuelka & T Maxwell (eds), Education in Bhutan: Culture, Schooling, and Gross National Happiness. Springer, pp. 181-198.

APA

Schuelka, M., & Dorji, R. (2016). Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education. In M. Schuelka, & T. Maxwell (Eds.), Education in Bhutan: Culture, Schooling, and Gross National Happiness (pp. 181-198). Springer.

Vancouver

Schuelka M, Dorji R. Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education. In Schuelka M, Maxwell T, editors, Education in Bhutan: Culture, Schooling, and Gross National Happiness. Springer. 2016. p. 181-198

Author

Schuelka, Matthew ; Dorji, Richen. / Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education. Education in Bhutan: Culture, Schooling, and Gross National Happiness. editor / Matthew Schuelka ; Tom Maxwell. Springer, 2016. pp. 181-198

Bibtex

@inbook{7f40cccce95e4e44824145e5ca96af77,
title = "Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education",
abstract = "With Bhutan fully invested in international conventions and initiativessuch as Education for All and the Convention on the Rights of Persons withDisabilities, getting all children in school has recently become a priority for theRoyal Government. Despite the intention, there have been many challenges around developing quality inclusive education due to teacher quality, personnel and administration, curriculum, pedagogy, and student physical access as well as a lack of resources. A new inclusive education policy is in the process of being approved by the Bhutanese parliament. This chapter will focus on the challenges and possibilities of how inclusive education can be fully realized in Bhutan through a focus on the context and history of education for persons with disabilities and an analysis of the current relevant policies. In our exploration of pre-service teacher training provision we argue that there are tangible and realistic steps that can be undertaken by the Ministry of Education and the Royal University of Bhutan to prepare Bhutanese teachers better to navigate heterogeneously inclusive classrooms. Our suggestions include a greater integration of inclusive practices across all teacher education programsand a more explicit focus on interacting with students with disabilities duringpre-service teacher placement. ",
keywords = "Bhutan, Education, Inclusive Education, Special Education, Disability",
author = "Matthew Schuelka and Richen Dorji",
year = "2016",
language = "English",
isbn = "9789811016493",
pages = "181--198",
editor = "Matthew Schuelka and Tom Maxwell",
booktitle = "Education in Bhutan: Culture, Schooling, and Gross National Happiness",
publisher = "Springer",

}

RIS

TY - CHAP

T1 - Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education

AU - Schuelka, Matthew

AU - Dorji, Richen

PY - 2016

Y1 - 2016

N2 - With Bhutan fully invested in international conventions and initiativessuch as Education for All and the Convention on the Rights of Persons withDisabilities, getting all children in school has recently become a priority for theRoyal Government. Despite the intention, there have been many challenges around developing quality inclusive education due to teacher quality, personnel and administration, curriculum, pedagogy, and student physical access as well as a lack of resources. A new inclusive education policy is in the process of being approved by the Bhutanese parliament. This chapter will focus on the challenges and possibilities of how inclusive education can be fully realized in Bhutan through a focus on the context and history of education for persons with disabilities and an analysis of the current relevant policies. In our exploration of pre-service teacher training provision we argue that there are tangible and realistic steps that can be undertaken by the Ministry of Education and the Royal University of Bhutan to prepare Bhutanese teachers better to navigate heterogeneously inclusive classrooms. Our suggestions include a greater integration of inclusive practices across all teacher education programsand a more explicit focus on interacting with students with disabilities duringpre-service teacher placement.

AB - With Bhutan fully invested in international conventions and initiativessuch as Education for All and the Convention on the Rights of Persons withDisabilities, getting all children in school has recently become a priority for theRoyal Government. Despite the intention, there have been many challenges around developing quality inclusive education due to teacher quality, personnel and administration, curriculum, pedagogy, and student physical access as well as a lack of resources. A new inclusive education policy is in the process of being approved by the Bhutanese parliament. This chapter will focus on the challenges and possibilities of how inclusive education can be fully realized in Bhutan through a focus on the context and history of education for persons with disabilities and an analysis of the current relevant policies. In our exploration of pre-service teacher training provision we argue that there are tangible and realistic steps that can be undertaken by the Ministry of Education and the Royal University of Bhutan to prepare Bhutanese teachers better to navigate heterogeneously inclusive classrooms. Our suggestions include a greater integration of inclusive practices across all teacher education programsand a more explicit focus on interacting with students with disabilities duringpre-service teacher placement.

KW - Bhutan

KW - Education

KW - Inclusive Education

KW - Special Education

KW - Disability

UR - http://www.springer.com/us/book/9789811016479

M3 - Chapter (peer-reviewed)

SN - 9789811016493

SP - 181

EP - 198

BT - Education in Bhutan: Culture, Schooling, and Gross National Happiness

A2 - Schuelka, Matthew

A2 - Maxwell, Tom

PB - Springer

ER -