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ID 44849
本文ファイル
著者
Sakurai, Riho 教育開発国際協力研究センター 広大研究者総覧
NDC
教育
抄録(英)
Achieving universal primary education for all has been realized in most of the world, yet in developing countries, only 73% of children of primary school age complete the primary school level (UNESCO, Global Education Monitoring Report 2016). These excluded children include refugees, language-minority children, children suffering from HIV/AIDS, and, at the highest percentage, children with disabilities. Providing quality education for all children regardless of gender, ethnicity, or disabilities, is undoubtedly an urgent matter, and Bhutan is not an exception. The major purpose of this paper is to uncover challenges for implementing inclusive education for children with disabilities in Bhutan. The data underlying this survey is mainly composed of questionnaires and interviews conducted in the country. The results indicate that in Bhutan, school-related factors, such as “insufficiency of appropriate facilities and equipment” and “overcapacity of teachers” are ranked high as obstacles to implement quality learning in school for children with disabilities. Similarly, some perceptional gap was found between teachers teaching at special classes or special schools and regular class teachers. Those regularly working with children with disabilities understand their ability more fully and felt stress resulting from the reality in which children with disabilities are NOT fairly treated or valued. This indicates some psychological barrier against children with disabilities as a whole.
掲載誌名
国際教育協力論集
19巻
2号
開始ページ
71
終了ページ
81
出版年月日
2017-10-31
出版者
広島大学教育開発国際協力研究センター
ISSN
1344-2996
NCID
言語
英語
NII資源タイプ
紀要論文
広大資料タイプ
学内刊行物(紀要等)
DCMIタイプ
text
フォーマット
application/pdf
著者版フラグ
publisher
権利情報
Copyright (c) 2017 広島大学教育開発国際協力研究センター
部局名
教育開発国際協力研究センター
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