Expectations of Parents of Children with Disabilities in Bhutan Inclusive Schools

Autor/inn/en	Jigyel, Karma; Miller, Judith; Mavropoulou, Sofia; Berman, Jeanette
Titel	Expectations of Parents of Children with Disabilities in Bhutan Inclusive Schools
Quelle	In: International Journal of Disability, Development and Education, 70 (2023) 3, S.273-290 (18 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jigyel, Karma) ORCID (Miller, Judith) ORCID (Mavropoulou, Sofia) ORCID (Berman, Jeanette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1034-912X
DOI	10.1080/1034912X.2020.1869189
Schlagwörter	Parent Attitudes; Expectation; Students with Disabilities; Inclusion; Teacher Competencies; Accessibility (for Disabled); Interpersonal Competence; Foreign Countries; Academic Achievement; Human Resources; Educational Facilities; Student Needs; Speech Skills; Daily Living Skills; Vocational Education; Bhutan + Suchen Sie Ihr Suchwort? Elternverhalten; Expectancy; Erwartung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Lehrkunst; Accessibility; Zugänglichkeit; Interpersonale Kompetenz; Ausland; Schulleistung; Humankapital; Bildungsstätte; Mündliche Leistung; Sprachfertigkeit; Alltagsfertigkeit; Ausbildung; Berufsbildung
Abstract	The purpose of this study was to investigate parents' expectations of including their children with disability in three pilot inclusive education schools located in urban, semi-urban, and rural regions in Bhutan. The participants in this study included 26 parents (13 fathers and 13 mothers) of children with disability in either full or partial inclusion programs. Parent interviews were transcribed and analysed using both manual thematic analysis and text mining software (Leximancer). Results revealed parents' expectations for schools were to have teachers trained to teach children with disabilities and provide appropriate adaptations of physical facilities. Parents also expected improvement in social skills and an independent future for their children. The findings have implications for the policymakers and schools when delivering services to children with disability and their parents. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01