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ERIC Number: EJ1412543
Record Type: Journal
Publication Date: 2024
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1034-912X
EISSN: EISSN-1465-346X
Bhutanese Teachers' Views about the Inclusion of Students on the Autism Spectrum
Dawa Dukpa; Suzanne Carrington; Sofia Mavropoulou
International Journal of Disability, Development and Education, v71 n2 p251-269 2024
Adopting the social constructionist approach, this study reports on Bhutanese teachers' views about the inclusion of students on the autism spectrum in regular schools. Following an exploratory sequential mixed-methods approach, 16 teachers from seven inclusive schools in Bhutan were interviewed and the analysis of their responses guided the development of an online survey instrument completed by 106 Bhutanese educators in 18 schools. Teachers' views about the inclusion of students on the autism spectrum seemed to be influenced by the social, educational, and religious context of Bhutan. Although teachers generally supported inclusion, they also expressed confusion and uncertainty about the best placement in schools for students on the autism spectrum. The implications of findings for the importance of increasing support for teacher training and allocation of adequate resources to schools are discussed.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Bhutan
Grant or Contract Numbers: N/A