Benefits and concerns: parents' perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan

Title
Benefits and concerns: parents' perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan
Publication Date
2020
Author(s)
Jigyel, Karma
( author )
OrcID: https://orcid.org/0000-0002-8182-7549
Email: kjigyel@myune.edu.au
UNE Id une-id:kjigyel
Miller, Judith A
( author )
OrcID: https://orcid.org/0000-0003-3098-6504
Email: jmiller7@une.edu.au
UNE Id une-id:jmiller7
Mavropoulou, Sofia
Berman, Jeanette
( author )
OrcID: https://orcid.org/0000-0002-4389-4193
Email: jberman@une.edu.au
UNE Id une-id:jberman
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Routledge
Place of publication
United Kingdom
DOI
10.1080/13603116.2018.1511761
UNE publication id
une:-20180818-170824
une:-20180818-170824
Abstract
This qualitative study explored Bhutanese parents’ perceptions of the benefits and their concerns in relation to the inclusive education of their children with special educational needs (SEN). Twenty-six parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in three pilot schools with SEN programmes located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The thematic analysis of the interview transcripts revealed that inclusion was associated with social benefits for parents of children with developmental disabilities, while parents of children with physical disabilities perceived the caring and supportive environment as the major gain from inclusion. For a few parents, the inclusion of their child in the school alleviated some of the burden of daily care. Most parents were satisfied with their children in the school, despite limited school resources, although their concerns for behavioural problems, bullying and lack of academic learning persisted. Implications for parent advocacy in the school and the need for counselling both for parents and their children, and training for teachers are discussed.
Link
Citation
International Journal of Inclusive Education, 24(10), p. 1064-1080
ISSN
1464-5173
1360-3116
Start page
1064
End page
1080

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