The Bhutanese Leading the way.
This paper asked the Ministry of Education and Skills Development (MoESD) on its comprehensive steps to ensure inclusive education for students with disabilities.
The MoESD said the government strongly emphasizes expanding access to inclusive education in line with the National Council’s recommendations and the 2019 National Policy for Persons with Disabilities. These efforts directly contribute to the goals outlined in the 13th Five-Year Plan (FYP), which prioritizes inclusive growth and equitable access to quality education for all, including children with disabilities (CWDs). Key initiatives include improvements in infrastructure, teacher capacity, and provision of essential resources. The specific areas of focus are:
Infrastructure Improvements
In a dedicated effort to support the growth and development of young children with disabilities, the government will construct new Early Childhood Care and Development (ECCD) centers designed with inclusive features that ensure accessibility for all children. These centers will serve as foundational spaces where early learning can flourish, promoting the holistic development of every child, regardless of their abilities.
Each new ECCD center will be thoughtfully designed to incorporate various accessibility features, such as wheelchair ramps, wide doorways, and sensory-friendly environments, allowing children with mobility challenges or sensory sensitivities to navigate the space comfortably and confidently. Classrooms will be equipped with adaptive learning tools and resources that cater to diverse learning styles, ensuring that all children can engage meaningfully in educational activities.
To create an inclusive educational environment for Children with Disabilities (CWDs), existing schools will undergo significant retrofitting to enhance accessibility and ensure that all students can fully participate in school activities. This initiative involves the installation of essential structures such as ramps, handrails, and tactile surfaces, which will greatly improve mobility for students with physical challenges.
In addition to physical modifications, new inclusive washrooms will be constructed to accommodate the diverse needs of CWDs. These facilities will feature spacious designs that allow for wheelchair maneuverability, grab bars for safety, and accessible fixtures that promote independence in personal hygiene routines. The design will consider sensory sensitivities, ensuring a calm and welcoming atmosphere for all users.
The MoESD has initiated the development and implementation of comprehensive school standards that prioritize inclusivity in school infrastructure, as well as safety and security measures specifically designed to support and protect students with disabilities. These standards aim to ensure their well-being and foster a secure, accessible learning environment.
The hostel facilities will be constructed in 14 inclusive schools, to ensure and provide students with disabilities have access to safe, supportive living environments while they continue their education, aligning with the FYP’s goal of educational institutions to have safe, and inclusive infrastructure and facilities.
Expansion of Inclusive Schools and Programs
By the end of the 13th FYP, the MoESD aims to establish 120 inclusive schools in Dzongkhags and Thromdes. This will significantly improve access to education for children with disabilities, aligning with the FYP’s goal of educational institutions to have safe, inclusive infrastructure and facilities. The establishment of these schools reflects the commitment of the government to creating safe and inclusive educational facilities, in line with the broader goals of the FYP.
Programs will be introduced within inclusive schools to provide children with disabilities alternative pathways for future employment and independence. Introducing pre-vocational and skill-based programs in inclusive schools improves the employability of students with disabilities by providing them with practical skills relevant to the workforce in the markets. This not only allows them to contribute financially, but it also increases their independence, allowing them to confidently handle their personal and professional lives. These programs will also encourage social inclusion by providing equal opportunities for skill development and challenging traditional prejudices, resulting in less discrimination and a more inclusive society.
Sensory Integration Service Rooms (SISR) will be set up in all the inclusive schools to provide specialized and targeted interventions for children with sensory processing difficulties. These rooms will be designed to offer a variety of sensory experiences, such as tactile, visual, auditory, and proprioceptive inputs, which help children regulate their sensory responses. For example, a child with autism who might be overwhelmed by loud noises or bright lights can use these rooms to engage in calming activities, such as using weighted blankets or dimmed lighting, allowing them to better focus in the classroom.
Capacity Building
To ensure the effective implementation of inclusive education in schools and Dzongkhags/Thromdes, the MoESD is focusing on comprehensive capacity-building initiatives. These initiatives target Dzongkhag/Thromde Education Officers (DEOs), principals, teachers, ECCD facilitators, and other key stakeholders. The training covers critical areas such as educational screening, assessment, and the inclusive education module. Further, the MoESD is also exploring the possibility of training school leaders and teachers a in schools that do not have SEN programs. This initiative aims to equip teachers and school leaders with the skills to identify and support students with special needs early on.
By detecting these needs sooner, even in non-SEN program schools, school leaders and teachers can provide timely interventions, ensuring that no child slips through the cracks. “Think of it as giving teachers a superpower – the ability to see beyond the surface and offer tailored support where it’s most needed,” said the minitry.
Further, practical immersion programs will be introduced, offering hands-on experience that equips school leaders and teachers with the skills necessary to support students with disabilities effectively. These efforts align with the 13th FYP’s broader goal of enhancing the quality of teaching and learning nationwide.
Resources and Support
The Ministry of Education and Skills Development (MoESD) is committed to providing assistive technologies and devices to children with disabilities within 13 FYP. By equipping students with the appropriate tools, the MoESD aims to enhance their ability to participate actively in the learning process and improve their overall educational experience.
This initiative not only fosters inclusivity but also empowers children with disabilities by enhancing their confidence and independence in learning environments. By integrating these technologies into the classroom, the MoESD is taking significant steps to ensure that all students, regardless of their abilities, can engage meaningfully in their education, paving the way for a more equitable educational landscape.
To foster an inclusive and supportive educational environment, classrooms will be furnished with adapted furniture and accessories specifically designed to meet the unique needs of children with disabilities (CWDs). This initiative aims to create a comfortable and accessible learning space that accommodates diverse learning styles and physical requirements.
For example, desks and chairs will be designed to provide proper support and adjustability for students with varying mobility challenges, ensuring they can participate fully in classroom activities. Specialized seating options, such as bean bags or ergonomic chairs, will be available for children who may need additional comfort or posture support. In addition, height-adjustable tables will allow students using wheelchairs or other mobility aids to engage effectively with their peers during group work or discussions.
These initiatives are key components of the 13th FYP’s broader agenda to foster inclusive and sustainable development in Bhutan. By implementing these measures, the government seeks to create an education system where children with disabilities can thrive, participate equally, and receive the quality education necessary for their personal growth and independence. The overall goal is to build a more inclusive Bhutanese society that leaves no one behind.
