Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education
Children with Disabilities in Bhutan: Transitioning from Special Educational Needs to Inclusive Education
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不丹的残疾儿童：从特殊教育需求过渡到全纳教育
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Matthew J. Schuelka
中科院分区：
文献类型：
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作者：
R. Dorji;Matthew J. Schuelka
随着不丹对诸如全民教育和《残疾人权利公约》等国际公约和倡议的充分投入，让所有儿童上学最近已成为皇家政府的优先事项。尽管有这样的意图，但由于教师质量、人事和行政管理、课程、教学法、学生的实际访问以及缺乏资源，在发展高质量的包容性教育方面存在许多挑战。不丹议会正在批准一项新的包容性教育政策。本章将通过关注残疾人教育的背景和历史以及对现行相关政策的分析，重点阐述不丹如何充分实现全纳教育的挑战和可能性。在我们的职前教师培训提供的探索，我们认为，有有形和现实的步骤，可以由教育部和不丹的皇家大学准备不丹教师更好地浏览异质包容性的教室。我们的建议包括在所有教师教育计划中更大程度地整合包容性做法，并更明确地关注在职前教师安置期间与残疾学生的互动。
With Bhutan fully invested in international conventions and initiatives such as Education for All and the Convention on the Rights of Persons with Disabilities, getting all children in school has recently become a priority for the Royal Government. Despite the intention, there have been many challenges around developing quality inclusive education due to teacher quality, personnel and administration, curriculum, pedagogy, and student physical access as well as a lack of resources. A new inclusive education policy is in the process of being approved by the Bhutanese parliament. This chapter will focus on the challenges and possibilities of how inclusive education can be fully realized in Bhutan through a focus on the context and history of education for persons with disabilities and an analysis of the current relevant policies. In our exploration of pre-service teacher training provision we argue that there are tangible and realistic steps that can be undertaken by the Ministry of Education and the Royal University of Bhutan to prepare Bhutanese teachers better to navigate heterogeneously inclusive classrooms. Our suggestions include a greater integration of inclusive practices across all teacher education programs and a more explicit focus on interacting with students with disabilities during pre-service teacher placement.