The Bhutanese Leading the way.
The National Council saw the Introduction of the ‘Review Report on the State of Persons with Disabilities’ which was presented by the Social and Cultural Affairs Committee (SCAC).
Eminent member Kesang Chuki Dorjee, Chairperson of the SCAC presented the report by covering its background, mainly focusing on inclusive education in Bhutan. The committee had done exhaustive and deep consultation on disability with multiple stakeholders across the country.
“According to the Ministry of Finance, during the 12th Five-Year Plan (FYP), the government allocated Nu. 87.876 million towards education-related activities for children with disabilities. In the 13th FYP, there has been a significant increase in budget allocation to Nu. 1.115 billion (bn) aimed at supporting inclusive education programs,” said the Chairperson of the SCSC.
The SCAC committee presented its observations and findings based on visits to 17 special and inclusive schools across the country.
According to the Early Childhood Care and Development (ECCD) and Special Educational Needs (SEN) Division of the Department of School Education, there are a total of 1,071 children with disabilities enrolled in schools nationwide, comprising 666 males and 405 females.
The highest numbers are found in Thimphu (275), Paro (223), Chukha (85), Samtse (64), and Gelephu (53), while Gasa records the lowest with only 2 students.
Chairperson Kesang highlighted, “Currently, Bhutan has only three inclusive early childhood care and development centers, serving a total of 14 students: Changangkha in Thimphu (7), Khaling in Trashigang (1), and Gelephu Thromde (6). In Thimphu, the Ability Bhutan Society offers early intervention services including communication skills, socialization, behavior management, daily living skills, school readiness, and sensory issues for children with disabilities aged 0-14, with 60 children currently benefiting from these services.”
During visits to 17 schools, the SCAC observed that out of 614 students, a majority of children with disabilities are enrolled in the functional curriculum. Pre-vocational programs, such as art, baking, basket weaving, cooking, laundry, tailoring, and woodwork, are taught by SEN teachers based on the specific skills and interests of the students
In some schools, the SCAC observed that students with disabilities lack adequate access to ICT and assistive devices like laptops or computers, often having to share ICT facilities with other students.
However, Wangsel Institute stands out for its trained vocational instructors who can provide national certifications for various vocational programs.
Regarding teaching in inclusive schools, there are currently 1,550 teachers serving across 44 specialized and inclusive schools. Among them, 50 teachers have completed a Masters in Inclusive Education from Paro College of Education (2020), while the remaining 1,500 teachers have undergone a five-day professional development training in inclusive education.
The Chairperson said that except for teachers at Wangsel and Muenselling institutes and their affiliated schools, most teachers in inclusive schools are not proficient in Bhutanese sign language or equipped to adequately support children with visual impairments.
The report also presents that student-to-teacher ratios in most schools report a shortage of SEN teachers.
Most importantly the report states, “Although a minimum of two teaching assistants per school is recommended by Inclusive Standards and the National Policy for Persons with Disabilities (NPPD) 2019, this has not been implemented yet.”
Moreover, the review report says that Wangsel Institute’s Class XII certificate is equivalent to Class VI under the Bhutan Certificate School Examination Assessment.
Students from inclusive schools, including Wangsel, are generally ineligible for government tertiary educational institutions due to difficulties in competing in general admission exams. “However, Muenselling and its affiliated schools have seen some success in admissions to Sherubtse College. Yet, with Sherubtse focusing on science degrees, these students may face challenges qualifying for their courses.”
Draktsho Vocational Training Institute, a civil society organization, specifically trains children and persons with disabilities (171 students) in skills such as tailoring, wood carving, carpentry, traditional art, painting, embroidery, weaving, and souvenir making.
Some students have been employed by Draktsho to sustain their programs by producing goods. However, they face limitations in terms of seats and boarding facilities, particularly in Trashigang, where they accommodate 61 students.
The committee also noted that the Central Monastic Body has reported 33 individuals with disabilities among 17 monastic institutions throughout Bhutan.
Specifically, Nyingma Kutshab and Anim Kutshab from the Commission of Religious Organizations noted the enrollment of 10 nuns with disabilities, though no comprehensive study has been conducted to determine enrollment numbers in other monastic institutions.
Recommendations
The highlight of the report was important recommendations in education, economy, health, access and de-stigmatization.
To overcome the challenges faced by persons with disabilities in the education sector, the SCAC’s had made recommendations listed below.
It calls to conduct a comprehensive assessment of Inclusive and Special Education institutions to ensure all schools are structurally accessible and provide equal access to facilities, resources, outreach programs, and opportunities.
Analyze the number of children with disabilities who are not enrolled in school and identify the underlying reasons. Develop targeted strategies to address this issue and ensure their right to education.
Prioritize investments in building the capacity of Special Educational Needs (SEN) teachers. Additionally, incorporate inclusive education principles and Bhutanese Sign Language into all Bachelor of Education (B. Ed) programs.
Introduce teaching assistants in inclusive schools to provide additional support. Explore options for subsidized and affordable housing, accessible transportation, and access to health and emotional support counselling for caregivers of children in inclusive day schools.
Ensure separate caregivers are available in boarding facilities to provide specialized attention to children with disabilities.
Establish quotas and scholarships for children with disabilities (PWDs) to access Technical and Vocational Education and Training (TVET) programs and tertiary educational institutions.
Review the policy framework to address concerns about early enrolment in vocational training.
Apart from education the report recommendation calls for de-stigmatization campaigns by launching a nationwide awareness campaigns to challenge negative attitudes towards PWDs and educate the public about their rights.
These campaigns should also inform the public about reporting mechanisms for cases of concern regarding the care or situation of children and PWDs.
In terms of economic security, the report recommends reserving a designated quota of government positions for PWDs, provide financial incentives for the private sector to invest in workplace accessibility and create employment opportunities for PWD and provide concessional loans and other support services available for PWDs.
It also calls for prioritizing subsidized housing allotment for PWDs and families with dependents with disabilities, establish a system to provide a Disability Allowance for children and PWDs who are unable to support themselves financially, prioritize the allocation of foreign caregivers to assist PWDs who require additional support and develop a Dzongkha text-to-speech reader and ensure all public service delivery websites are accessible for PWDs.
In the area of health, the recommendation is to prioritize and adequately fund essential outreach programs like “Service with Care and Compassion.” This initiative should ensure timely medical attention and access to assistive devices for PWDs in rural communities, educational institutions, and monasteries. Train Health Workers to guide PWDs and families towards relevant support systems.
Streamline referral processes for children and PWDs requiring specialized medical attention within or outside the country.
Conduct research to understand the causes of disability in Bhutan and develop strategies to prevent them.
Retrofit all medical centers and hospitals to make them structurally inclusive and accessible and establish clear guidelines and a system for issuing Disability Certificates.
The recommendation is also to conduct a comprehensive study on the accessibility of towns, cities, and public infrastructure across Bhutan and develop strategies to make all urban and rural areas structurally inclusive.
