Disability-Inclusive Education, Development, and Dialectics: Complex Cases in Bhutan

Johnstone, Christopher; Schuelka, Matthew J.; Choeki, Yeshi; Yetsho, Tashi

doi:10.1086/722814

Cited by 3 publications

(4 citation statements)

References 21 publications

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“…The United Nations Educational, Scientific, and Cultural Organisation (UNESCO) is actively engaged in promoting for education from a critical viewpoint. In recent decades, there has been a growing worldwide concern over inclusive education (Johnstone et. al., 2023;Liu, Nam & Yang, 2023;Lee, Lou & Wang, 2023;Wang & Holland, 2023).…”

Section: Inclusion Educationmentioning

confidence: 99%

“…Additionally, international organisations have had a significant impact on the advancement of inclusive education on a global scale. The Salamanca Statement, which was released by UNESCO in 1994, is widely regarded as the seminal document that laid the foundation for inclusive education within this particular domain (Johnstone et. al., 2023;Liu, Nam & Yang, 2023;Wang & Feng, 2023;Liu, 2023, Feng, 2023.…”

Section: Inclusion Educationmentioning

confidence: 99%

“…The historically been overlooked (Li, 2022). Peng ( 2023) assert that inclusion in education is widely acknowledged as a fundamental human right and serves as the cornerstone for fostering a fair and equitable society (Kovačević & Radovanovic, 2023;Johnstone et. al., 2023).…”

Section: Inclusion Educationmentioning

confidence: 99%

“…undertaken in the Western world throughout the Renaissance and the Enlightenment(Kovačević & Radovanovic, 2023;Johnstone et. al., 2023; Liu, Nam & Yang, 2023;Chen & Wang, 2023).…”

mentioning

confidence: 99%

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The Need to Develop Inclusive Education in China: a Literature Review

Guo,

Albattat

2023

J. of Law and Sust. Develop.

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Purpose: The discourse around inclusive education has garnered significant attention within the global education industry. The educational landscape for children with disabilities has undergone a transformation, transitioning from the practise of segregating them in inclusive education to embracing their inclusion within general education schools and classrooms .By reviewing the development of inclusive education as well as the development of China's education system and inclusive education, this study finds the problems of inclusive education in China and the necessity of developing inclusive education in China. Theoretical framework: Inclusive education is designed in a number of areas such as the improvement of the educational system, educational management, teacher performance, and teacher identity. Therefore, this study will also be related to human capital theory, identity theory, and SLR theory. Design/Methodology/Approach: The research methodology was divided into three stages.The first step was to collect and review existing literature and studies. Secondly. The literature was categorised and reviewed separately. The third step is to analyse and draw conclusions. This stage includes a detailed description of the research questions and the conclusions drawn. Findings: Inclusive education is a global concern, as it is in China. Although China's education system has made significant progress in recent decades, the development of inclusive education remains imperfect, and the Chinese government still needs to formulate policies to promote inclusive education. Research, practical & social implications: This study focuses entirely on analyzing the development of inclusive education in China while filling a gap in the systematic review of inclusive education in China. As China's education system continues to improve, it is crucial to study the development of inclusive education in China. Addressing this issue will help China build a more complete education system. Originality/Value: The results of this study are expected to serve as a reference for Chinese scholars studying inclusive education. In response to the results of this paper, the follow-up effects include further research based on this. In particular, the issue of educational management of inclusive education is also an area where this study may have an impact. This study is also expected to become formalised discussion material for the field of university, and in particular, educational management research.

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Section: Inclusion Educationmentioning

confidence: 99%

Section: Inclusion Educationmentioning

confidence: 99%

Section: Inclusion Educationmentioning

confidence: 99%

“…undertaken in the Western world throughout the Renaissance and the Enlightenment(Kovačević & Radovanovic, 2023;Johnstone et. al., 2023; Liu, Nam & Yang, 2023;Chen & Wang, 2023).…”

mentioning

confidence: 99%

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The Need to Develop Inclusive Education in China: a Literature Review

Guo,

Albattat

2023

J. of Law and Sust. Develop.

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Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit

Lynch

Schuelka

Brown

et al. 2023

International Journal of Educational Development

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Promoting Social Inclusion and Support of People With Intellectual and Developmental Disabilities

Sadiki

2024

Advances in Psychology, Mental Health, and Behavioral Studies

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Intellectual and developmental disabilities often meet more oppositions than other types of human rights disabilities, largely because if disability was historical viewed as medical model rather than a human rights issues. The concept of social inclusion shifts in the way disability is viewed, a shift from the medical model of disability to a social model of disability. The social model framed disability as a human rights issue, and thus argued that disability rights should be included within the broader set of human rights. People with intellectual and developmental disabilities continue to experience high rates of social isolation. Social inclusion promotes full participation with the community does not necessarily mean people with intellectual developmental disabilities feel integrated within the community or accepted by their peers. It involves making meaningful connections and participation in fulfilling activities for people with intellectual and developmental disabilities. Additional social inclusion remains an important element of well-being for people with intellectual and developmental disabilities. The formation of countless organisations of people with disabilities organizations (OPDs) around the world effectively amplified the voices of persons with intellectual and development disabilities and worked to promote disability as a human rights concern. Collaboration is significant to expand interaction networks with larger civil society organisations and cross disabilities to advocate social inclusion for all. Social inclusion promoting self-reliance by people with intellectual and development with disabilities. The subsequent policies and conventions that came to force as a result promoting inclusion, set the stage for the formation of the inclusion people with intellectual and development with disabilities.

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Disability-Inclusive Education, Development, and Dialectics: Complex Cases in Bhutan

Cited by 3 publications

References 21 publications

The Need to Develop Inclusive Education in China: a Literature Review

The Need to Develop Inclusive Education in China: a Literature Review

Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit

Promoting Social Inclusion and Support of People With Intellectual and Developmental Disabilities

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