Towards Inclusive Education in Bhutan: Addressing Policy and Practice Gaps in Reintegrating Out-of-School Children with Disabilities

Abstract

This study conducted a situational analysis of out-of-school children with disabilities (OOSCD) and children at risk of dropping out in two public schools in the capital city of Bhutan. The study intended to develop innovative educational intervention programmes in reintegrating OOSCD into the education system. In identifying OOSCD, the study sought support from two schools, civil society organisations (CSOs) that support disability, parents of children with disabilities, the district education office and the Ministry of Education and Skills Development (MoESD). Focus group interviews conducted with programme officers of MoESD (n=2), district education officers (n=3), school principals (n=5), special educational needs coordinators (n=4), and parents (n=17) revealed multiple barriers that contribute to children with disabilities leaving school. These barriers extend beyond the school and classroom environments. The findings from this situational analysis have implications for the reintegrating of OOSCD and the retention of those at risk of dropping out.