Preparedness of Bhutanese Higher Education Institutions for Inclusive Education: An Exploratory Study
Inclusive Education
DOI:
https://doi.org/10.7146/ejie.v4i1.149699Keywords:
Preparedness, equality, inclusive policies, inclusive culture, inclusive infrastructures, higher educational institutions.Abstract
This study explored the preparedness of Higher Education Institutions (HEIs) in Bhutan for inclusive education, focusing on current culture, practices, and policies related to inclusion. Using an explanatory sequential mixed-methods approach guided by pragmatism, the study employed stratified random sampling to select participants, including academics, support staff, and students from nine constituent colleges and two affiliated colleges of the Royal University of Bhutan (RUB), as well as stakeholders and parents. Findings were analysed across six themes: understanding of inclusive education, perceptions of student inclusion, institutional policies, infrastructure, and academic preparedness. The study revealed that HEIs in Bhutan are insufficiently prepared for the inclusion of students with disabilities, with inadequate infrastructure and physical environments. Although the 2010 Tertiary Education Policy includes provisions for inclusion, it lacks specific guidelines on admission, pedagogy, and infrastructure. The study recommends developing guidelines for students with disabilities in HEIs, reviewing admission criteria, fostering collaboration between Royal University of Bhutan and the Ministry of Education and Skills Development (MoESD), enhancing faculty training, building accessible facilities, and conducting advocacy programs to promote greater inclusivity.
Keywords: Preparedness, equality, inclusive policies, inclusive culture, inclusive infrastructures, higher educational institutions.
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