Expectations of Parents of Children with Disabilities in Bhutan Inclusive Schools

References

• Adeniji-Neill, D. (2012). Failure is not an option: Parental expectations of Nigerian voluntary immigrants to the United States. Ethnicity and Race in a Changing World, 3(1), 3–16.
   Google Scholar
• Agliata, A., & Renk, K. (2008). College students’ adjustment: The role of parent-college student expectation discrepancies and communication. Journal Youth Adolescence, 37, 967–982.
   Web of Science ®Google Scholar
• Ahsan, M. T., Sharma, U., & Deppeler, J. M. (2012). Challenges to prepare pre-service teachers for inclusive education in Bangladesh: Beliefs of higher educational institutional heads. Asia Pacific Journal of Education, 32(2), 241–257.
   Web of Science ®Google Scholar
• Banks, J., Maître, B., McCoy, S., & Watson, D. (2016). Parental educational expectations of children with disabilities. Dublin: Economic and Social Research Institute (ESRI) Research Series.
   Google Scholar
• Blacher, J., Kraemer, B., & Howell, E. (2010). Family expectations and transition experiences for young adults with severe disabilities: Does syndrome matter? Advances in Mental Health and Learning Disabilities, 4(1), 3–16.
   Google Scholar
• Blackorby, J., Schiller, E., Mallik, S., Hebbeler, K, … Williamson, C. (2010). Patterns in the identification of and outcomes for children and youth with disabilities. Final report NCEE 2010-4005.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Bronfenbrenner, U. (1992). Ecological systems theory. In R. Vasta (Ed.), Annals of child development: Six theories of child development: Revised formulations and current issues (pp. 187–249). London: Jessica Kingsley.
   Google Scholar
• Chaapel, H., Columna, L., Lytle, R., & Bailey, J. (2013). Parental expectations about adapted physical education services. The Journal of Special Education, 47(3), 186–196.
   Web of Science ®Google Scholar
• Chhetri, K. K. (2015). Investigating teachers’ concerns and experiences in teaching children with special educational needs in Bhutan [Master’s thesis]. http://www.eprints.qut.edu.au/84747/
   Google Scholar
• Child Trends Databank. (2012). Parental expectations for their children’s academic attainment. http://www.childtrends.org.
   Google Scholar
• Chong, S. C. S., Forlin, C., & Lan, A. M. (2007). The influence of an inclusive education course on attitude change of pre-service secondary teachers in Hong Kong. Asia-Pacific Journal of Teacher Education, 35(2), 161–179.
   Web of Science ®Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2013). Research methods in education. London: Routledge.
   Google Scholar
• Cooksey, R. W., & McDonald, G. M. (2011). Surviving and thriving in postgraduate research. Prahran, Vic: Tilde University Press.
   Google Scholar
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). London: Sage Publications, Inc.
   Google Scholar
• Cretchley, J., Rooney, D., & Gallois, C. (2010). Mapping a 40-year history with leximancer: Themes and concepts in the journal of cross-cultural psychology. Journal of Cross-Cultural Psychology, 41(3), 318–328.
   Web of Science ®Google Scholar
• Department for Education and Skills. (2001). Special educational needs code of practice. London: Department for Education and Skills. Department of Education, Employment and Workplace Relations.
   Google Scholar
• Doren, B., Gau, J., & Lindstrom, L. (2012). The relationship between parent expectations and post-school outcomes of adolescents with disabilities. Exceptional Children, 79(1), 7–23.
   Web of Science ®Google Scholar
• Dorji, J. (2016). International influence and support for educational development in Bhutan. In M. Schuelka & T. W. Maxwell (Eds.), Chapter in education in bhutan: Culture, schooling, and gross national happiness (pp. 109–124). Singapore: Springer.
   Google Scholar
• Dorji, R. (2015). Exploring ‘disability’ and ‘inclusive education’ in the context of Bhutanese education. Bhutan Journal of Research & Development, 4(1), 1–16.
   Google Scholar
• Dorji, R., & Schuelka, M. J. (2016). Children with disabilities in Bhutan: Transitioning from special educational needs to inclusive education. In M. J. Schuelka & T. W. Maxwell (Eds.), Education in Bhutan (pp. 181–198). Singapore: Springer.
   Google Scholar
• Dorji, R., Bailey, J., Paterson, D., Graham, L., & Miller, J. (2019). Bhutanese teachers’ attitudes towards inclusive education. International Journal of Inclusive Education. doi:10.1080/13603116.2018.1563645
   Google Scholar
• Dukpa, D., (2014). Inclusion and disability: Bhutanese teachers’ perspective. Unpublished Dissertation, University of Roehampton, London.
   Google Scholar
• Eleweke, C. J., & Rodda, M. (2002). The challenge of enhancing inclusive education in developing countries. International Journal of Inclusive Education, 6(2), 113–126.
   Google Scholar
• Fernaández-Alcántara, M., Correa-Delgado, C., Muñoz, Á., Salvatierra, M. T., Fuentes-Hélices, T., & Laynez-Rubio, C. (2017). Parenting a child with a learning disability: A qualitative approach. International Journal of Disability, Development and Education, 60(5), 1–18.
   Web of Science ®Google Scholar
• Hendricks, D. (2010). Employment and adults with autism spectrum disorders: Challenges and strategies for success. Journal of Vocational Rehabilitation, 32(2), 125–134.
   Google Scholar
• Hughes, M. T., Valle-Riestra, D. M., & Arguelles, M. E. (2008). The voices of Latino families raising children with special needs. Journal of Latinos and Education, 7(3), 241–257.
   Google Scholar
• Hurlbutt, K., & Chalmers, L. (2004). Employment and adults with asperger syndrome. Focus on Autism and Other Developmental Disabilities, 19(4), 215–222.
   Google Scholar
• Jigyel, K. (2014). Bringing up a child with autism spectrum disorder (ASD): Lived experiences of a parent. Bhutan Journal of Research and Development, 3(1), 75–85.
   Google Scholar
• Jigyel, K., Miller, J., Mavrapoulou, S., & Berman, J. (2018). Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan. International Journal of Inclusive Education, 22(12), 1288–1305.
   Web of Science ®Google Scholar
• Jigyel, K., Miller, J., Mavrapoulou, S., & Berman, J. (2019). Parental involvement in supporting their children with special educational needs at school and home in Bhutan. Australasian Journal of Special and Inclusive Education, 43(1), 54–68.
   Google Scholar
• Jigyel, K., Miller, J., Mavrapoulou, S., & Berman, J. (2020). Benefits and concerns: Parents’ perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan. International Journal of Inclusive Education, 24(10), 1064–1080.
   Web of Science ®Google Scholar
• Jigyel, K., Miller, J., Mavropoulou, S., & Berman, J. (in press). Bhutanese parental awareness and understanding of children’s rights and policies for inclusive education. Asian Journal of Inclusive Education. doi:10.1080/13603116.2018.1511761
   Google Scholar
• Kamenopoulou, L., & Dukpa, D. (2018). Karma and human rights: Bhutanese teachers’ perspectives on inclusion and disability. International Journal of Inclusive Education, 22(3), 323–338.
   Web of Science ®Google Scholar
• Kenny, M., Shevlin, M., Walsh, P. N., & McNeela, E. (2005). Accessing mainstream: examining the struggle for parents of children who have learning difficulties. Journal of Research in Special Educational Needs, 5(1), 11–19.
   Google Scholar
• Khanal, D. (2015). Children from the Dalit community in rural Nepal: A challenge to inclusive education. International Journal of Inclusive Education, 19(7), 710–720.
   Web of Science ®Google Scholar
• Lehmann, J. P., & Baker, C. (1995). Mother’s expectations for their adolescent children: A comparison between families with disabled adolescents and those with non-labeled adolescents. Education and Training in Mental Retardation and Developmental Disabilities, 30(1), 27–40.
   Google Scholar
• Martinez, D. C., Conroy, J. W., & Cerreto, M. C. (2012). Parent involvement in the transition process of children with intellectual disabilities: The influence of inclusion on parent desires and expectations for postsecondary education. Journal of Policy and Practice in Intellectual Disabilities, 9(4), 279–288.
   Web of Science ®Google Scholar
• Miles, M. (2013). Buddhism and responses to disability, mental disorders and deafness in Asia: A bibliography of historical and modern texts with introduction and partial annotation, and some echoes in western countries. West Midlands: UK. http://cirrie.buffalo.edu/bibliography/buddhism/index.php.
   Google Scholar
• Ministry of Education. (2014). Bhutan education blueprint 2014-2024: Rethinking education. Thimphu: MoE. http://www.education.gov.bt
   Google Scholar
• Ministry of Education. (2017). Standards for inclusive education. Thimphu: Author.
   Google Scholar
• Newman, L. (2005). Family Involvement in the Educational Development of Youth with Disabilities, A Special Topic Report of Findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: Office of Special Education Programmes U.S. Department of Education by SRI International.
   Google Scholar
• OECD. (2006). Schooling for tomorrow. Demand sensitive schooling? Evidence and issues [online]. Retrieved 17 August 2012. http://www.oecd.org/.
   Google Scholar
• Rambiyana, N. G., & Kok, J. C. (2002). Parents’ expectations of public schooling in the Northern Province of South Africa. South African Journal of Education, 22(1), 14–18.
   Google Scholar
• Rueda, R., Monzo, L., Shapiro, J., Gomez, J., & Blacher, J. (2005). Cultural models of transition: Latina mothers of young adults with developmental disabilities. Exceptional Children, 71(4), 401–414.
   Web of Science ®Google Scholar
• Russell, F. (2003). The expectations of parents of disabled children. British Journal of Special Education, 30(3), 144–149.
   Google Scholar
• Russell, F. (2005). Starting school: The importance of parents’ expectations. Journal of Research in Special Educational Needs, 5(3), 118–126.
   Google Scholar
• Schuelka, M. J. (2013). Education for youth with disabilities in Bhutan: Past, present, and future. Bhutan Journal of Research and Development, 2, 65–74.
   Google Scholar
• Schuelka, M. J. (2014). Constructing disability in Bhutan: Schools, structures, policies, and global discourses (PhD dissertation). University of Minnesota, Minnesota, USA.
   Google Scholar
• Schuelka, M. J. (2018). The cultural production of the ‘disabled’ person: constructing difference in bhutanese schools. Anthropology & Education Quarterly, 49(2), 42–52.
   Web of Science ®Google Scholar
• Scott, T. L., Masser, B. M., & Pachana, N. A. (2015). Exploring the health and wellbeing benefits of gardening for older adults. Ageing & Society, 35(10), 2176–2200.
   Web of Science ®Google Scholar
• Sharma, U., Forlin, C., Deppeler, J., & Yang, G. (2013). Reforming teacher education for inclusion in developing countries in the Asia Pacific region. Asian Journal of Inclusive Education, 1(1), 3–16.
   Google Scholar
• Sharma, U., Moore, D., & Sonawane, S. (2009). Attitudes and concerns of pre-service teachers regarding inclusion of students with disabilities into regular schools in Pune, India. Asia-Pacific Journal of Teacher Education, 37(3), 319–331.
   Web of Science ®Google Scholar
• Smith, A. (2000). Leximancer: From words to meaning. Brisbane: Leximancer Pty Ltd and University of Queensland.
   Google Scholar
• Smith, A. E., & Humphreys, M. S. (2006). Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping. Behaviour Research Methods, 38(2), 262–279.
   PubMed Web of Science ®Google Scholar
• Sotiriadou, P., Brouwers, J., & Le., T. A. (2014). Choosing a qualitative data analysis tool: A comparison of NVivo and Leximancer. Annals of Leisure Research, 17(2), 218–234.
   Google Scholar
• Subba, A., Yangzom, C., Dorji, K., Choden, S., Namgay, U., Carrington, S., & Nickerson, J. (2019). Supporting students with disability in schools in Bhutan: Perspectives from school principals. International Journal of Inclusive Education, 23(1), 42–64.
   Web of Science ®Google Scholar
• Tait, K., & Hussain, R. (2017). Using quality of family life factors to explore parents’ experience of educational provision for children with developmental disabilities in rural Australia. International Journal of Disability, Development and Education, 64(3), 328–344.
   Web of Science ®Google Scholar
• Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754–760.
   Google Scholar
• Vanderpuye, I. (2013). Piloting inclusive education in Ghana: Parental perceptions, expectations and involvement (Doctoral Dissertation). http://etheses.whiterose.ac.uk/id/eprint/4976
   Google Scholar
• Wahl, S. M. (2012). Future employment of individuals with a developmental disability: Parent expectations. Long Beach: California State University.
   Google Scholar
• Wong, M. E., Poon, K. K., Kaur, S., & Ng, Z. J. (2015). Parental perspectives and challenges in inclusive education in Singapore. Asia Pacific Journal of Education, 35(1), 85–97.
   Web of Science ®Google Scholar
• Yazedjian, A., Toews, M. L., & Navarro, A. (2009). Exploring parental factors, adjustment, and academic achievement among White and Hispanic college students. Journal of College Student Development, 50(4), 458–467.
   Web of Science ®Google Scholar
• Zam, D. (2008). The development of education: National report of Bhutan. http://www.ibe.unesco.org/National_Reports/ICE_2008/bhutan_NR08.pdf
   Google Scholar