Bhutanese Teachers’ Views about the Inclusion of Students on the Autism Spectrum

ABSTRACT

Adopting the social constructionist approach, this study reports on Bhutanese teachers’ views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the development of an online survey instrument completed by 106 Bhutanese educators in 18 schools. Teachers’ views about the inclusion of students on the autism spectrum seemed to be influenced by the social, educational, and religious context of Bhutan. Although teachers generally supported inclusion, they also expressed confusion and uncertainty about the best placement in schools for students on the autism spectrum. The implications of findings for the importance of increasing support for teacher training and allocation of adequate resources to schools are discussed.

KEYWORDS:

• Autism spectrum
• bhutanese teachers
• inclusive schools
• mixed methods
• social constructionism
• socio-cultural context
• views
• inclusive education

Author Note

We have no conflict of interest to disclose. This study is part of a doctoral research project and the data presented in this paper represent a portion of a larger dataset. The first author acknowledges Queensland University of Technology for providing scholarship to undertake the doctoral study.

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Notes

1. The term ‘Special Educational Needs’ (SEN) is used in schools in Bhutan to refer to students with disabilities.

2. GNH is a multidimensional approach to development that emphasises balanced integration of material development and psychological well-being. Bhutan has adopted GNH as is guiding philosophy for development.

Additional information

Funding

This work was supported by the Research Training Program scholarship provided by Queensland University of Technology (2018-2021) and QUT HDR tuition fee scholarship.