Expectations of Parents of Children with Disabilities in Bhutan Inclusive Schools

ABSTRACT

The purpose of this study was to investigate parents’ expectations of including their children with disability in three pilot inclusive education schools located in urban, semi-urban, and rural regions in Bhutan. The participants in this study included 26 parents (13 fathers and 13 mothers) of children with disability in either full or partial inclusion programs. Parent interviews were transcribed and analysed using both manual thematic analysis and text mining software (Leximancer). Results revealed parents’ expectations for schools were to have teachers trained to teach children with disabilities and provide appropriate adaptations of physical facilities. Parents also expected improvement in social skills and an independent future for their children. The findings have implications for the policymakers and schools when delivering services to children with disability and their parents.

KEYWORDS:

• Bhutan
• disability
• expectations
• full inclusion
• leximancer
• parents
• partial inclusion
• teachers

Acknowledgments

The authors wish to acknowledge the contribution of the parents of children with disability who generously gave their time to contribute to this research.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Notes

1. Full inclusion refers to full placement in a regular classroom.

2. Partial inclusion refers to a combination of placement in the regular classroom and in a SEN unit, or part day attendance in a SEN unit.

3. These 8 parents’ children were partially included and the rest 6 parents’ children were fully included in the regular classroom.

4. The children in the semi-urban and rural region were all fully included in the regular classroom,