Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26300
Title: Benefits and concerns: parents’ perceptions of inclusive schooling for children with special educational needs (SEN) in Bhutan
Contributor(s): Jigyel, Karma (author)orcid ; Miller, Judith A (author)orcid ; Mavropoulou, Sofia (author); Berman, Jeanette (author)orcid 
Early Online Version: 2018-08-17
DOI: 10.1080/13603116.2018.1511761
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.
Publication Type: Journal Article
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1360-3116
1464-5173
Field of Research (FOR): 130312 Special Education and Disability
130299 Curriculum and Pedagogy not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
Appears in Collections:Journal Article
School of Education

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