Attitudes of Bhutanese Teachers towards Inclusive Education

Running head: SOCIAL RESEARCH
Social Research

SOCIAL RESEARCH 2
Abstract
The main aim of this research is to identify the attitudes of Bhutanese teachers towards
inclusive education. This research demonstrates that inclusive education is related to children
that have special educational needs positioned in regular classrooms. The second chapter is a
literature review that focuses on two aspects. The first one is related to importance of
teachers’ attitudes towards inclusion. And, second one is associated with factors affecting
teacher attitudes towards educational inclusion. Furthermore, in this research, mixed research
methodology would be selected as it contains the characteristics of both qualitative and
quantitative research design. In addition to this, data about research concerns are presented
through tables and graphs.

SOCIAL RESEARCH 3
Table of Contents
Abstract......................................................................................................................................2
Introduction................................................................................................................................4
Research area (Inclusive education in Bhutan)......................................................................4
Research Question..................................................................................................................4
Sub questions..........................................................................................................................4
Significance of the study........................................................................................................5
Literature Review.......................................................................................................................5
Importance of teachers’ attitudes towards inclusion..............................................................5
Factors affecting teacher attitudes towards educational inclusion.........................................6
Teacher-related variables....................................................................................................6
Educational environment-related variables........................................................................8
Methodology..............................................................................................................................8
Conceptual framework...........................................................................................................9
Paradigm.................................................................................................................................9
Research design....................................................................................................................10
Data collection procedures...................................................................................................10
Data analysis procedures......................................................................................................11
Data presentation......................................................................................................................12
Results......................................................................................................................................12
Discussion................................................................................................................................12
Conclusion................................................................................................................................12
References................................................................................................................................14

SOCIAL RESEARCH 4
Introduction
Research area (Inclusive education in Bhutan)
Inclusive education is comprehended as education, which demonstrates the differences as
well as, differences associated with concern like disability, gender, religion, race, social class,
culture, socio-economic status, and gender. In this research, inclusive education would refer
to children that have requirement of placing special educational in systematic classrooms
together with, creating non-disabled groups with feasible changes to make competent the
significant involvement of all scholars (Dorji, Bailey, Paterson, Graham, & Miller, 2019).
There are some documents regarding key Bhutanese strategies that focuses on essential right
of education for all children. In addition to this, articles 9.15 and 9.16 of Constitution of
Bhutan provides provision of education to all children related to age of school. The existing
state is about inclusive education is occasionally significant in Bhutan (Garner, Murray,
Preece, Rose, & Zhao, 2018).
There is inadequate special experienced teachers at both pre as well as, in-service levels. It
could be significant barriers for inclusion related to different scholars who have need of
special education in Bhutan. There are also inadequate resources for both students and
parents in schools. Although, Bhutan is supporting largely to global inclusive education
settlements but, Bhutanese government is rearranging its educational approaches for
embracing practices of inclusive educational and role of attitude of teacher with respect to
inclusion is central concern (Kamenopoulou & Dukpa, 2018).
Research Question
RQ: What are attitudes of Bhutanese teachers with respect to inclusive education?
Sub questions
RQ1: At what degree do teacher-related variables associate with attitudes of Bhutanese
teachers with respect to inclusive education?