Bhutanese teachers' attitudes towards inclusive education

Inclusive education is a relatively new educational concept in Bhutan. Teachers play a critical role in the successful implementation of educational change. Investigating teachers' attitudes towards inclusion was conducted through an online survey. Respondents included 145 teachers (70 male and...

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Bibliographic Details
Published in:International journal of inclusive education 2021-04, Vol.25 (5), p.545-564
Main Authors: Dorji, Rinchen, Bailey, Jeff, Paterson, David, Graham, Lorraine, Miller, Judith
Format: Article
Language:English
Subjects:
Accessibility (for Disabled)
Age Differences
attitudes
Children
Educational Environment
Elementary School Teachers
Foreign Countries
Gender Differences
Inclusion
Inclusive education
Internet
Middle School Teachers
Positive Attitudes
Public relations
Qualifications
Respondents
Satisfaction
Schools
Secondary School Teachers
Special Education
special needs
Students with Disabilities
Teacher Attitudes
Teacher Characteristics
Teacher Qualifications
Teachers
Teaching
Teaching Experience
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Summary:Inclusive education is a relatively new educational concept in Bhutan. Teachers play a critical role in the successful implementation of educational change. Investigating teachers' attitudes towards inclusion was conducted through an online survey. Respondents included 145 teachers (70 male and 75 female) from eight schools from across eight different districts in Bhutan, representing a return rate of 57%. Data were analysed using Rasch latent trait scaling techniques (Proquest) to determine the face validity of the survey. Case estimates from Rasch were incorporated into further analysis adopting the R statistical environment. Significant differences of attitude were detected based on gender (Pr(Chi) = 0.031); teacher qualifications (Pr(Chi) = 0.005); and experience of teaching children with special education needs (SEN) (Pr(Chi) = 0.018). The slightly positive attitude towards inclusion, measured by a 38-item questionnaire on a six-point scale, showed a mean average score of 3.965. Teachers' satisfaction of teaching children with SEN was positive (73%). The study also revealed the need for safer playgrounds, accessible toilets, less crowded classrooms, and greater education for teachers and support staff. These findings inform future policies and advancement of inclusive education in Bhutanese schools.
ISSN:1360-3116
1464-5173
DOI:10.1080/13603116.2018.1563645