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.

摘要

本研究的目的是调查父母对将残疾儿童纳入位于不丹城市、半城市和农村地区的三所试点全纳教育学校的期望。本研究的参与者包括 26 名残疾儿童的父母（13 名父亲和 13 名母亲），他们参加了全部或部分纳入计划。使用手动主题分析和文本挖掘软件 (Leximancer) 对家长访谈进行转录和分析。结果显示，家长对学校的期望是让教师接受培训以教授残疾儿童并提供适当的物理设施。家长们还期望孩子能够提高社交技能并拥有独立的未来。