PREPARING TEACHERS FOR INCLUSIVE EDUCATION IN BHUTAN Kishore Kumar Chhetri Master of Education (Research) - Queensland University of Technology, Australia Master of Arts in Human Rights Practices (Joint Degree) - University of Roehampton, United Kingdom; University of Gothenburg, Sweden; and University of Tromso, Norway Bachelor of Education - Royal University of Bhutan Supervisor: Professor Suzanne Carrington and Dr Nerida Spina Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy Faculty of Education Queensland University of Technology September 2019 KEYWORDS Article 24 General Comment No. 4-CRPD, beginning teachers, Bhutan, culture, disability, diversity, Gross National Happiness, inclusive education, inclusive school, pre-service teachers, self-efficacy, special educational needs, teachers, teacher education, Preparing teachers for inclusive education in Bhutan i ABSTRACT Well-trained and confident teachers in inclusive classrooms have a positive impact on the success of their students and contribute to the achievement of broader inclusive education ideals. The current research was conducted to examine pre-service and beginning teachers’ understandings of inclusive education in Bhutan. It investigated Bhutanese pre-service and beginning teachers’ views on how effectively their teacher education course prepared them for working in an inclusive classroom. Their confidence in teaching in inclusive classrooms was also explored. This descriptive case study was conducted through convenience sampling with twelve pre-service and twenty beginning teachers in six inclusive schools. A range of research methods were used. Data were drawn from focus group interviews, an open- ended questionnaire and classroom observations. Data were analysed utilising Bandura’s theory of self-efficacy and Vygotksy’s socio-cultural theory. The findings of this study were presented as four broad categories that identified the conditions and characteristics that enabled effective teacher preparation for inclusive education in Bhutan. These are, in broad terms: education for all, attitudes towards inclusion, barriers to inclusion and policy for inclusion. The findings revealed that while pre-service teachers gained some knowledge and developed many positive attitudes towards inclusive education, this was insufficient to instil confidence and capacity to ensure inclusive teaching in the classrooms. The study revealed some of the barriers to inclusion such as physical barriers (the layout of classrooms and school infrastructure and equipment) attitudinal barriers, inflexible curriculum and inadequately trained teachers. The research also had many positive findings, such as the willingness of beginning and pre-service teachers to try and employ inclusive pedagogies in the classroom, and their eagerness to learn. A key finding of the study indicated the need to improve the knowledge of pre- service teachers in inclusive education. Given the increasing number of inclusive schools in Bhutan, the development of teacher’s professional skills became crucial. It is suggested that these skills be strengthened, with greater emphasis on weaker domains such as pedagogical skills, curriculum adoption, activity design, and Preparing teachers for inclusive education in Bhutan ii classroom management. This study has five recommendations, which include the need for: enhanced training and development of the teachers, enhanced policy and practice including with community, improved teaching and learning materials, better articulation of duties and responsibilities of all teachers, and transforming class size. This study will make a significant contribution to research on inclusive education in South West Asian countries, as well as to the achievement of inclusive education policy ideals in Bhutan. Preparing teachers for inclusive education in Bhutan iii TABLE OF CONTENTS KEYWORDS ................................................................................................................ I ABSTRACT ................................................................................................................. II TABLE OF CONTENTS ............................................................................................... IV LIST OF FIGURES ...................................................................................................... IX LIST OF TABLES ........................................................................................................ X LIST OF ABBREVIATIONS .......................................................................................... XI STATEMENT OF ORIGINAL AUTHORSHIP ................................................................. XII ACKNOWLEDGEMENTS ........................................................................................... XIII CHAPTER 1:INTRODUCTION .......................................................................... 1 1.1 BACKGROUND ............................................................................................. 1 1.2 CONTEXT ....................................................................................................... 3 1.3 EDUCATIONAL CONTEXT .......................................................................... 4 1.3.1 Monastic education in Bhutan ..................................................................... 4 1.3.2 Modern secular education ........................................................................... 6 1.3.3 Non-formal and continuing education ........................................................ 9 1.3.4 Pre-service teacher education in Bhutan ................................................... 10 1.3.5 Disability and special education in Bhutan ............................................... 12 1.3.6 Overview of inclusive education in Bhutan .............................................. 16 1.3.7 Educating for Gross National Happiness .................................................. 20 1.4 RESEARCH AIM AND QUESTIONS .......................................................... 23 1.5 SIGNIFICANCE ............................................................................................ 23 1.6 DEFINITIONS ............................................................................................... 24 1.7 THESIS OUTLINE ........................................................................................ 27 CHAPTER 2:LITERATURE REVIEW ............................................................ 29 2.1 INTRODUCTION ......................................................................................... 29 2.2 MODELS OF DISABILITY AND SPECIAL EDUCATION........................ 29 The Medical Model of Disability ........................................................... 30 The Social Model of Disability .............................................................. 31 The Cultural Model of Disability ........................................................... 33 Preparing teachers for inclusive education in Bhutan iv The History and Development of the Special Education Model............ 34 2.3 INCLUSIVE EDUCATION........................................................................... 42 The advent of inclusive education.......................................................... 45 The (contested) concept of inclusive education ..................................... 49 2.4 COMPONENTS OF INCLUSIVE EDUCATION ......................................... 55 Supports to inclusive education ............................................................. 55 The attitude of stakeholders towards inclusive education...................... 62 Teachers’ attitude towards inclusive education ..................................... 63 Pre-service teachers’ attitude towards inclusive education .................... 68 2.5 INCLUSIVE EDUCATION IN TEACHER EDUCATION DEGREES ....... 70 Teacher education for inclusive education ............................................. 70 Curriculum and pedagogy for inclusive education ................................ 75 Importance of teaching practice in inclusive education ......................... 77 2.6 THEORETICAL FRAMEWORK FOR THIS STUDY ................................. 78 The Theory of Self Efficacy ................................................................... 79 The Socio-Cultural Theory .................................................................... 86 Teachers’ efficacy .................................................................................. 89 Pre-service teachers’ efficacy ................................................................ 93 Relationship between pre-service teachers’ and teachers’ efficacy ....... 94 2.7 CHAPTER SUMMARY ................................................................................ 97 CHAPTER 3: RESEARCH DESIGN................................................................. 99 3.1 INTRODUCTION ......................................................................................... 99 Qualitative research .............................................................................. 100 Research design .................................................................................... 102 3.2 RESEARCH SITE AND PARTICIPANTS ................................................. 105 Research sites ....................................................................................... 105 Participants ........................................................................................... 107 3.3 DATA COLLECTION METHODS ............................................................