Understanding Attitude of Teachers, Peers, and Parents towards Inclusive Education in Bhutan

Abstract

This study explored the attitudes of Bhutanese teachers, parents, and general students (other than children with SEN) towards inclusive education. A cross-sectional survey questionnaire was used as the main instrument to collect data from teachers (n= 20), children (n= 70) from the inclusive classroom, and parents (n= 34). The findings of this study showed there were no statistically observed differences in teacher attitude in terms of teacher gender, experience, and qualification. However, there was a statistically significant difference in teacher satisfaction when teacher training in relevant fields was considered. Further, the results of simple linear regression showed that teacher training in the relevant field of special education accounted for 54% variance in teacher satisfaction. The result of this study showed that peers and parents were satisfied with inclusive education. The findings have implications for policy planners, curriculum developers, teachers working in SEN schools and parents.