The Bhutanese Leading the way.
On 14th August 2025, the Human Rights and Foreign Relations Committee (HRFRC) of the National Assembly (NA) made a special visit to the Changangkha Middle Secondary School (MSS), Bhutan’s first inclusive school. The visit was prompted by an appeal from the school’s Principal, Nyendo, who recently shared with the MPs, the challenges faced in delivering inclusive education.
Recognizing the importance of understanding the situation on the ground, HRFRC sought permission from the school and arranged the visit. The four-member delegation, MP Damche Tenzin, Chairperson of HRFRC, MP Dorji Wangmo, Deputy Chairperson, MP Dr Tek Bahadur Rai, and MP Sonam Rinchen spent the day touring classrooms, skill-training areas, and self-contained learning spaces.
They observed lessons, interacted with students, parents, and teachers, and listened to their stories, gaining a first-hand appreciation of the dedication, resilience, and creativity that make Changangkha MSS a pioneer in inclusive learning.
Currently, the school enrolls 165 students under its Inclusive Education (IE) program, grouped into four categories according to their needs. Category 1 students follow general curricula with certain modifications, adaptations, or accommodations. Category 2 combines selective general curricula with selective functional curricula. Category 3 known as the skills class focuses on functional learning tailored to each child’s ability and interest, while the self-contained class provides functional curricula alongside life skills and Activities of Daily Living Skills (ADLS) components.
Skill-based programs include cooking, arts and crafts, tailoring, laundry, and mushroom farming.
The Principal shared that these initiatives were introduced to prepare students for life beyond school, recognizing that for many, adapting to the demands of mainstream life as adults would be challenging. “We want to equip them with skills for the future,” he said.
The program has even extended to parents, enabling families to work towards independent and self-sufficient lives.
One notable example of the school’s resourcefulness is the tailoring class, where, in addition to manual sewing machines, two special machines were purchased for visually impaired students. These machines are now in regular use and have significantly improved training for those students.
A recent initiative has seen the introduction of Japanese Nameko mushroom cultivation. Starting this August, students, parents, and teachers began training in growing and harvesting Nameko mushrooms, which are expected to generate more income than the button mushrooms previously cultivated. The earnings will be distributed among students and their families. This project was made possible with over Nu 600,000 in financial and training support from the National Mushroom Center, while the Ministry of Education and Skills Development contributed infrastructure assistance.
The student population in the school includes children with a wide range of disabilities, grouped according to the severity of their condition, mild, moderate, or severe and covering classes from pre-primary to Class X.
Among the 165 students are those with learning disabilities, speech and language impairments, autism spectrum disorder, cerebral palsy, Down syndrome, intellectual disabilities, ADHD, seizure disorders, multiple disabilities, and other rare conditions such as Spina Bifida, Sturge Weber Syndrome, Schizencephaly, Albinism, Dandy Walker Syndrome, Achondroplasia, cognitive and conduct disorders, global developmental delay, and hydrocephalus. Two students are still undergoing assessments to determine their specific needs.
Teachers and parents highlighted the positive behavioral changes brought about by the school’s token reward system. This simple but effective method acknowledges students for good behavior. For example, a teacher might tell a child, “You didn’t throw your lunch tiffin today. That shows you were calm and in control. Let’s give you a token for that.” The same system applies in reverse to address negative behavior constructively.
In the arts and crafts class, students were observed creating fabrics dyed with turmeric powder and walnut shells.
In self-contained classrooms, picture communication aids were being used to enhance understanding, with some students accompanied by family members around the clock to ensure constant care.
However, despite these successes, the school faces critical challenges, with the shortage of trained teachers being one of the most pressing.
In the laundry skills class, a 33-year-old teacher manages seven students, all with special needs. She balances skill training with literacy and numeracy lessons, while also attending to emotional and behavioral breakdowns. “One teacher is simply not enough,” she said, her voice reflecting both tiredness and commitment.
Parents echoed this concern. One mother, whose 10-year-old son with autism is in a class of 10 special-needs students with only one teacher, admitted she worried for the mental health of educators. “If I struggle with just one child, I can’t imagine how teachers manage so many,” she says.
There have even been instances where teachers have developed health conditions from the stress of their work.
Infrastructure is another serious concern. While most classes have proper rooms, a few have been created in makeshift spaces with plywood and CGI sheet roofing, which parents and teachers warn are unsafe.
One parent lamented that her academically inclined son cannot concentrate due to the cramped, uncomfortable classroom environment.
Medical and therapeutic support is also inadequate.
Parents said the presence of an in-house therapist would make a significant difference and called for more therapists in hospitals. Occupational therapy sessions for parents have proven helpful, and they hope such initiatives will be expanded.
Additionally, a priority card system for special-needs children was suggested to ensure faster medical attention, as long waits at hospitals often lead to missed treatments. Some parents recounted being turned away and told to return another day, a particularly distressing experience when managing children who react aggressively in medical settings.
Many families, particularly those from economically disadvantaged backgrounds or single-parent households, struggle financially. Caring for their children full-time means parents often cannot work, even if they have professional qualifications.
The uncertainty about life after school weighs heavily on many parents.
While students can transition to Motithang Higher Secondary School after completing their studies at Changangkha MSS, opportunities beyond Class 12 are scarce.
Parents suggested establishing a dedicated center for persons with disabilities, similar to facilities for senior citizens, to ensure ongoing care when parents are no longer able to provide it.
They also pointed out the limited scope for special-needs students to participate in extracurricular activities like sports, ICT skills training, and traditional music.
Principal Nyendo assured that plans are in place to increase inclusion in these areas.
Amid these challenges, the dedication of the staff remains remarkable.
Some teachers have voluntarily extended their service beyond retirement, driven by their love for the students.
Principal Nyendo, who will retire in 2028, guaranteed to continue advocating for the children’s needs. “The budget provided by the government is for the general development of the school, with no separate allocation for special-needs students. We adjust what we can, but the results are not always good,” he said.
With a smile, he added, “After my retirement, I plan to drop by the school on my walking stick from time to time to check on my special-needs students.”
The visiting MPs assured parents and teachers that their concerns would be taken into account in future parliamentary deliberations. They emphasized the need for separate budget allocations for schools with special-needs programs, improved infrastructure, and better collaboration between schools and hospitals to ensure therapy and medical needs are met.
They also encouraged parents to seek regular medical check-ups for their children and suggested alternatives like Lungtenzampa Army Hospital if JDWNRH could not provide the necessary services.
This visit formed part of the HRFRC’s public outreach activities, where members of parliamentary committees engage directly with communities before and after sessions to gather first-hand insights.
For Changangkha MSS, the MPs’ presence brought visibility to the school’s daily struggles, recognition for the staff’s tireless work, and renewed hope among parents that the needs of special-needs students will be reflected in the nation’s policies.
