Advancing Social Justice: Addressing Disability in Bhutan's Education

About Me

I am Monuka Ghaley, a teacher, specializing in inclusive education. My work is dedicated to creating equitable learning environments, particularly in disability inclusion in Bhutan. As a strong advocate for social justice, I strive to ensure that all students, regardless of ability, have fair access to education and the opportunity to succeed.This blog targets educationists, school authorities, and policy-makers in Bhutan, particularly those working in rural and semi-urban regionswhere resources and training on inclusive education are scarce.

What is the Social Justice Issue?

Mental and psychosocial issues also plague the lives of individuals with disabilities in Bhutan, in terms of significant exclusion from education. Proper facilities, tools, and facilitators are among the factors that impede the alignment of these students with others regarding the quality of education. The nexus lies in infrastructural inadequacies, social stigmatization, and poor policy implementation (Sherab et al., 2015; Page et al., 2024).

Figure 1: Disability Justice Initiative

Source: (Alper, 2019)

Key Issues:

• Access to Education: Most schools in Bhutan do not have the necessary infrastructure, assistive devices, or teaching tools to provide an enabling environment for students with disabilities (Hattie & Anderman, 2019).
• Social Stigma: The public perceptions of disability remain a significant barrier to inclusivity. Bhutanese citizens with different disabilities are assumed incapable of reading and writing (Sherab et al., 2015).
• Policy Implementation: The inclusive education policies enacted by Bhutan's government are not strictly enforced and followed in the rural areas (UNICEF, 2019).
• Teacher Preparedness: Most teachers never go through training on how to identify and work with students who have disabilities, so they basically do not know how to approach their learning needs in an appropriate manner (Page et al., 2024).

Why is This Issue Important?

Education is a universal right, enshrined in international frameworks like the UN Convention on the Rights of Persons with Disabilities (CRPD). Bhutan claims to aspire for Gross National Happiness as its philosophy wherein all citizens ought to feel satisfied; however, access to education for students with disability brings forth an incomplete vision (Royal Government of Bhutan, 2018). Addressing disability in education is not only a legal obligation but also a moral one, as it directly impacts individuals’ opportunities for personal development and societal participation (Pijanowski & Brady, 2020).

Bhutan in 2024: A Crucial Moment

The intended audience for this blog consists of educators, policymakers, and educational administrators in Bhutan, particularly those working in rural and semi-urban areas. This context is critical because most barriers to inclusive education in Bhutan are systemic, influenced by both cultural and infrastructural challenges (Sherab et al., 2015). These challenges appeal to educators to develop new strategies and frameworks through making education perfectly inclusive (UNICEF, 2019).

Figure 2: Inclusive education in Bhutan

Source: (AsianParalympic, 2022)

Theoretical Foundations: Guiding Principles

1. John Rawls' Distributive Justice Theory: According to Rawls, distributive justice theory entails that the goods in society be fairly and equitably distributed, such as education (Rawls, 1999). According to Rawls, institutions should ensure that the least advantaged members of society benefit the most. In the Bhutanese education system, schools, therefore need and ought to focus on and prioritise students with disabilities and provide them with the appropriate resources and accommodations (Pijanowski & Brady, 2020).
2. Niklas Luhmann's Systems Theory: The Luhmann's systems theory looks at how the educational subsystem works within other larger societal structures and how it fits into the overall social system(Luhmann, 1995). In Bhutan, for example, systemic problems such as untrained teachers and a shortage of infrastructure act as obstacles to inclusion. A better understanding of education as a component of a large social system can help educators more clearly see the interconnected issues that face students with disabilities(Hattie & Anderman, 2019).

Figure 3: Educational Theory and Practice

Source: (Dean, 2022)

What Can Educators Do?

Educators cannot afford to take a back seat when it comes to social justice for their students with disability. They need to adopt the evidence-based practice, start addressing the stigmas set by society and promote a systemic change from the structural approach (Sherab et al., 2015). Here are key steps educators can take:

1. Advocate for Policy Implementation:
   • Collaborate with school management and local officials to operationalize Bhutan's inclusive education policies, which implies the adequate provision of resources, such as accessible infrastructure, learning aids, and trained personnel (UNICEF, 2019).
2. Combat Stigmatization:
   • Teachers can facilitate classroom and community exercises that foster disability awareness and understanding, thus reducing the stigmas surrounding disability in Bhutanese society (Sherab et al., 2015).
3. Pursue Professional Development:
   • Continuous professional development helps educators in deepening and fulfilling the needs of students with disabilities(Page et al., 2024). Training in inclusive pedagogies, individualized education plans (IEPs), and assistive technologies can go a long way in enhancing educational outcomes (Hattie & Anderman, 2019).
4. Foster Collaboration:
   • Teachers can collaborate with parents, specialists, and other local NGOs, to make their methodologies adaptable to the specific needs of students with disability, making educational practices both effective and inclusive (UNICEF, 2019).
5. Utilize Assistive Technology:
   • Use of assistive technologies can enable access to quality learning for students. The educator, therefore needs to offer audio-visual aids, adaptive software, among others that enable efficient use of assistive tools while practicing inclusive teaching amid diversities in learning style and ability. (Page et al., 2024).

Key Takeaways for Educators

1. Social Justice Requires Action: Educational equity for students with disabilities is not a matter of choice but a fundamental requirement for just societies (Rawls, 1999; Pijanowski & Brady, 2020).
2. Inclusion is Systemic: Educators need to understand that inclusion is not a matter of adjustment for select students but a structural imperative to remove larger impediments to access education equally (Luhmann, 1995).
3. Continuous Advocacy is Necessary: Social justice in education calls for lifelong efforts of educatorsadvocating for the required resources, policy change, and culture which incite inclusiveness (Sherab et al., 2015).

Figure 4: Educators with students

Source: (Alarmy, 2024)

Recommended Actions

1. Engage in Lifelong Learning:
   • Educators should be informed on the best practices of inclusive education, attending workshops, and taking part in the latest research work (Hattie & Anderman, 2019).
2. Develop Inclusive Curricula:
   • Schools should work toward creating flexible curricula that accommodate students with diverse learning needs, ensuring that all students have equal opportunities to succeed (Sherab et al., 2015).
3. Create Peer Support Networks:
   • Educators should collaborate with their peers to share strategies, resources, and successes in inclusive education (UNICEF, 2019).

Conclusion

Achieving social justice in education for students with disabilities requires a concerted effort by educators, policymakers, and communities. Through advocacy, continuous learning, and inclusive practices, Bhutanese educators can create environments where all students, regardless of their abilities, have the opportunity to thrive.

Further Reading and Resources

1. Arduin, S. (2015). A review of the values that underpin the structure of an education system and its approach to disability and inclusion. Oxford Review of Education, 41(1), 105-121.- A comprehensive review on making reasonable adjustments for students with disabilities, offering practical insights for inclusive education.
2. Hayes, A. M., & Bulat, J. (2017). Disabilities inclusive education systems and policies guide for low-and middle-income countries- This study explores the current challenges and opportunities for inclusive education and highlights areas for further development (Journal of Inclusive Education in Developing Countries).
3. UNICEF. (2019). Inclusive education in Bhutan: Progress and challenges. UNICEF. - This report provides an in-depth analysis of Bhutan’s inclusive education policy and its implementation challenges (Inclusive Education in Bhutan: Progress and Challenges).
4. Rawls, J. (1999). A theory of justice. Harvard University Press - A foundational text on distributive justice, explaining how fairness should guide the distribution of social goods, including education (A Theory of Justice).
5. Luhmann, N. (1995). Social systems. Stanford University Press - An essential read for understanding how education systems interact with other social systems, with implications for inclusive education (Social Systems).