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I have worked as an academic for over 8 years in the higher education sector. I implement inclusive classroom pedagogies and practices that support student learning and consider acknowledging individual differences and reinforcing the efforts that students put in their work as very important. I have maintained an active research portfolio with publications in peer reviewed journals and book chapters.
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 develo...
The Sustainable Development Goals call on countries to ensure that all children, especially the most vulnerable, are included in education. The small kingdom of Bhutan has made attempts to embrace inclusion in education at the policy level. However, research on inclusion and disability in this context is limited, and there are few studies focusing...
Chapter 3 presents a research that explored the concepts Disability and Inclusion from the perspective of Bhutanese people. There is scarce research on the education of children with disabilities in Bhutan. A qualitative research design was adopted and semi-structured interviews were conducted with 15 people. According to the findings, participants...
Despite the increasing number of students on the autism spectrum attending regular schools worldwide, research on the knowledge and use of teaching strategies to support the inclusion of students on the autism spectrum in the South Asian region remains scarce. The current study was informed by Florian and Spratt’s Inclusive Pedagogy Framework and u...
This article critically examines a variety of ways of responding to au-tism reflected in the literature. It is based on the notion that inclusion is very noble and is the best form of education for children diagnosed with autism spectrum disorder (ASD) provided that there is high quality educational provisions supporting each child. It takes a crit...
Executive Summary The Salamanca Statement laid a strong legal foundation on the move towards inclusion of every child with Special Educational Needs (SEN) to be educated in mainstream schools (UNESCO, 1994). Similarly, the National Policy of Bhutan on SEN (final draft) also embraces the notion of inclusive education (IE) highlighted in the Salamanc...