European Journal of Inclusive Education

https://tidsskrift.dk/ejie/issue/feed European Journal of Inclusive Education 2025-02-22T16:15:57+01:00 Prof. Fabio Dovigo Editor-in-Chief eeranw04@gmail.com Open Journal Systems The European Journal of Inclusive Education is the official journal of the Inclusive Education Network, founded in 1996 and affiliated to the <a href="https://eera-ecer.de" target="_blank" rel="noopener">EERA European Educational Research Association</a>. The European Journal of Inclusive Education provides an open-access forum for the exploration of issues associated with inclusive education across the age-range. Its focus is international and multi-disciplinary. It seeks studies that explore the ways in which our education systems impact upon the experience of a broad range of learners. We are interested in articles that are relevant to a wide audience and that contribute to discussions within the pages of this journal. We encourage studies approaching learners from a diversity perspective (rather than categorical view of learners). Finally, we aim to favour interdisciplinary and intersectional connections with research on diversity in education and, more broadly, in the social sciences area. Scope The journal is interested in promoting critical analysis of policy and practice that has relevance to a global audience. Since policy and practice of inclusive education are context-dependent, we are also interested in locally situated studies of inclusive education, which could be conceptually and/or methodologically generalisable. Each issue will primarily include research reports, but will also include theoretical contributions and methodological discussions. We also welcome creative and imaginative ways to explore and represent issues of inclusion. We will consider studies across a broad range of topics, including pedagogy, curriculum, assessment, policy, organisational processes, educational experiences and relationships. Peer Review Policy All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymized refereeing by at least two anonymous referees. Publication costs Publishing in EJIE requires no article processing charges (APC) or other publication fees (e.g. article submission charges). Publishing is free of costs. Publication frequency Issues (online): bi-annually (January, July). Why publishing on the European Journal of Inclusive Education? EJIE is - open-access; - peer-reviewed; - initiated and run by representatives of the research community; - non-profit; - open for multidisciplinary perspectives on inclusive education. https://tidsskrift.dk/ejie/article/view/149699 Preparedness of Bhutanese Higher Education Institutions for Inclusive Education: An Exploratory Study 2024-10-19T18:55:04+02:00 Ramesh Kumar Chhetri rchhetri505@gmail.com

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.