AJIE

DOI: https://doi.org/10.59595/ajie.09.1.2

 

 

Rinchen Dorji^a, David Paterson^b, Lorraine Graham^c, Judith Miller^d and Jeff Bailey^e

^a Samtse College of Education,  Royal University of Bhutan, Bhutan

^b Faculty of Education, University of Canberra, Australia

^c Melbourne Graduate School of Education, University of Melbourne, Australia

^d School of Education, University of New England, Australia

^e Currumbin Qld, Australia

 

(Received 02 March 2021, Final revised version received 27 May 2021)

 

The experiences of school principals implementing inclusive education in Bhutan is the focus of this study.  The results draw on data gleaned from structured interviews of six principals (four males and two females) from the SEN integrated schools in Bhutan.  Thematic coding and computational analysis were employed. The results highlighted that these principals were supportive of inclusive education.  Within a short period of implementing the inclusive education program in schools, commendable progress has been achieved, especially in making appropriate accommodations and adjustments through the provision of additional teacher support, differentiation of classroom pedagogy, and modification of the assessment and evaluation of learning outcomes.  The principals reported a strong sense of faith and confidence in the resilience of their teachers, and they emphasised their own commitment to lead inclusive education efforts in their schools.  The positive experiences of the principals are particularly noteworthy in view of the lack of resources, infrastructure, and facilities accessible to all children, the inflexible curriculum, a lack of pre-service and in-service professional learning for teachers and inadequate understanding and knowledge of parents and the Bhutanese society in general. Inclusive Education was identified by the principals as a rights-based approach to education.

 

Key words:  Inclusive Education; Bhutan; Schools; Principal

DOI: https://doi.org/10.59595/ajie.09.1.3

 

 

 

Nazia Abdoula-Dhuny^a

^a Open University of Mauritius, Mauritius.

 

(Received 09 March 2021, Final revised version received 20 June 2021)

 

 

Inclusive education, as an educational reform to achieve education for all is referred to as educating students with special education needs in regular schools. This relatively new concept in Mauritius seems to be facing a number of challenges. Given the worldwide interest for IE, unfavourable attitudes would be a major hurdle in the implementation of IE in Mauritius. A positive attitude of education stakeholders in Mauritius is vitally important to complement inclusive efforts. The study endeavoured to determine the relationship of demographic factors, beliefs and self-efficacy on attitudes in the Mauritian context. A quantitative non-experimental descriptive survey research design was used in this study and respondents included 588 educators and 42 rectors/deputy rectors in 21 secondary schools (state and private). Investigating respondents’ attitudes was conducted through a specifically designed survey instrument. Results indicated an overall neutral attitudes towards IE. Training in inclusive education was found to significantly influence attitudes and a positive correlation of self-efficacy and beliefs on attitudes was found. These findings support the need for capacity building that could help nurture positive attitudes and foster inclusive environments in Mauritius. The study provides insights for future research to further the understanding of attitudes towards IE in Mauritius.

 

Keywords: inclusive education; special education needs; attitudes; self-efficacy; beliefs; Mauritius

DOI: https://doi.org/10.59595/ajie.09.1.4

 

 

 

Sulata Ajit Sankardas ^a

^a University of Northampton, UK.

 

(Received 27 May 2021, Final revised version received 01 September 2021)

 

This study aimed to provide insights into the knowledge and awareness of applying Differentiated Instruction (DI) as an interventional tool for teaching children with Autism in mainstream schools, and thereby encouraging inclusive teaching practices. A mixed-methods approach was implemented with a purposive sample of stakeholders. These included mainstream teachers, special educators and parents. The research was conducted using questionnaires (distribution N=188) and 31 semi-structured interviews with respondents from a sample of six mainstream schools in Chennai, India. The findings suggest that stakeholders’ view DI strategies as being helpful and applicable for children with Autism. However, apprehensions were expressed, as DI strategies require planning, preparation, effort from teachers and support of other staff members. Teachers suggested the need for formal training in the implementation of DI strategies as this is a new teaching technique to many. Investigation of this evidence-based approach (DI) is a novel study within an Asian context and adds to the knowledge base of mainstream school teachers, special educators, parents and other support staff.

 

Keywords: Differentiated Instruction; Autism; Inclusion; India.

DOI: https://doi.org/10.59595/ajie.09.1.5

 

 

 

Sefut-E-Shan^a  and Sumaiya Khanam Chowdhury^b

^a Jackson State University, United States

^b Institute of Education and Research (IER), Jagannath University, Bangladesh

 

(Received 13 November 2020, Final revised version received 11 July 2021)