Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review

Research output: Contribution to JournalArticle

Abstract

The challenges of providing education for a heterogeneous student population (in respect of gender, poverty levels, language and learning aptitude and level) have been major issues in refining Bhutanese policy and practice. These challenges are noted in respect of children with ‘special needs’ in the Bhutan Education Blueprint, 2014–24 (NSB/MoE/UNICEF, 2014), which indicated that ‘government’s initiatives to enhance educational access for children with special needs remains a formidable challenge for the education sector owing to the limited number of special schools, facilities, support services and capacity of the teachers’ (p. 26). This literature review scopes some of the key issues implied by this current situation, using the existing literature on ‘children with disabilities’ CWD from both recognized academic sources as well as the so-called ‘grey’ literature. It points to an emerging recognition of both ongoing challenges and opportunities in Bhutan which parallel those in diverse international contexts.
Original languageEnglish
JournalEarly Child Development and Care
DOIs
Publication statusPublished - 19 Nov 2018

Fingerprint Dive into the research topics of 'Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review'. Together they form a unique fingerprint.

  • Cite this