𝐍𝐄𝐀 𝟐𝟎𝟐𝟒 𝐅𝐢𝐧𝐝𝐬 𝐖𝐢𝐝𝐞 𝐋𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐆𝐚𝐩𝐬 𝐅𝐨𝐫 𝐒𝐭𝐮𝐝𝐞𝐧𝐭𝐬 𝐖𝐢𝐭𝐡 𝐃𝐢𝐬𝐚𝐛𝐢𝐥𝐢𝐭𝐢𝐞𝐬

…𝒎𝒊𝒏𝒊𝒔𝒕𝒓𝒚 𝒑𝒍𝒆𝒅𝒈𝒆𝒔 𝒓𝒆𝒇𝒐𝒓𝒎𝒔 𝒘𝒊𝒕𝒉 𝒆𝒙𝒑𝒂𝒏𝒅𝒆𝒅 𝒕𝒆𝒂𝒄𝒉𝒆𝒓 𝒕𝒓𝒂𝒊𝒏𝒊𝒏𝒈, 𝒂𝒄𝒄𝒆𝒔𝒔𝒊𝒃𝒍𝒆 𝒎𝒂𝒕𝒆𝒓𝒊𝒂𝒍𝒔, 𝒂𝒏𝒅 𝒕𝒂𝒓𝒈𝒆𝒕𝒆𝒅 𝒊𝒏𝒗𝒆𝒔𝒕𝒎𝒆𝒏𝒕𝒔 𝒖𝒏𝒅𝒆𝒓 𝒕𝒉𝒆 13𝒕𝒉 𝒑𝒍𝒂𝒏

By Kinzang Lhamo

Students with disabilities in Bhutan continue to lag behind their peers in core subjects, particularly Mathematics, due to shortages of inclusive learning materials, limited teacher training, and inaccessible infrastructure, according to the National Education Assessment (NEA) 2024. The findings highlight systemic shortcomings in inclusive education despite long-standing government commitments to equitable learning.

According to the Ministry of Education and Skills Development (MoESD), 1,455 children with disabilities are currently enrolled in schools across the country. Yet NEA 2024 shows that these students underperformed by 7 to 12 points compared to their peers across assessed domains. While some differences were not statistically significant due to small sample sizes, the results confirm persistent inequities in classrooms.

“The National Education Assessment 2024 has highlighted a significant performance gap in Mathematics for children with disabilities. This highlights the urgent need for stronger interventions to ensure that every student has an equitable opportunity to succeed,” said Lyonpo Yeezang D. Thapa, Minister of Education and Skills Development.
A major factor behind the gap is the shortage of disability-friendly teaching and learning materials. According to NEA 2024, 46 percent of school principals reported that disability-specific resources were unavailable or in poor condition, while 41 percent said such materials were “not applicable” in their schools. By contrast, shortages of core subject materials such as Dzongkha, English, Mathematics, and Science were reported by 27 to 37 percent of schools.

An inclusive education teacher said, “We rarely receive appropriate disability-specific materials, and even when we do, they are not always suitable. Most of the time, teachers adapt by making larger print charts, using handmade tools, or giving more oral explanations.”

Despite these challenges, many schools are making deliberate efforts to adapt. Teachers often simplify lessons into smaller steps, give extra time for practice, and rely on practical activities, particularly in Mathematics. Peer learning is also encouraged, enabling classmates to support each other and helping students with disabilities feel included in group work and classroom activities.

“Our infrastructure is also not inclusive. Without a proper health room and wheelchair-friendly classrooms or toilets, children with mobility issues struggle to move around. These barriers affect both their learning and their confidence,” the teacher added.

Teacher preparedness remains another significant challenge. NEA 2024 identifies inclusive education as the least prioritized area in professional development. Nearly half of teachers in grade III (42 percent) and grade VI (48 percent) reported having no training in inclusive practices. In many schools, the absence of health rooms and accessible facilities further compounds the problem.

Still, some schools are showing progress.
“Compared to previous years, we are now better equipped with a variety of teaching and learning materials that meet the unique learning styles of children with disabilities,” said Tshering Yangzom, Inclusive Education Coordinator at Dechencholing Higher Secondary School.

Dechencholing Higher Secondary School provides specialized materials and facilities to support children with different needs. For students with intellectual disabilities, teachers use color-coded learning aids, vocabulary cards, structured worksheets, manipulative, and visual tools to build comprehension and communication. Children with autism have access to a sensory support room equipped with Picture Exchange Communication System (PECS) cards, puzzles, visual schedules, routine charts, and a calm-down corner to help manage emotions and behavior. Those with learning disabilities are guided with phonics cards, storybooks, reading strips, number lines, math manipulative, and audio-visual resources to strengthen literacy and numeracy.

“For children with autism, sensory tools and visual schedules give structure and support communication, while the calm-down corner helps them regulate emotions. Phonics cards, reading strips, storybooks, and math manipulatives have been particularly effective in supporting children with learning disabilities,” she explained.

The ministry acknowledges that teacher preparedness is central to bridging the gap.
“The 16-day in-service training we currently provide equips them with essential skills in differentiated instruction, individualized education plans, and the effective use of assistive technology,” Lyonpo said.

To strengthen teacher capacity, the ministry plans to extend in-service training to three weeks, adding leadership modules and specialized instruction in sensory integration, neurodiversity, and speech and language support. Advanced options, including a Master’s program in Inclusive Education at Paro College of Education and international immersion opportunities, are also available.

The government has allocated Nu. 100 million under the 13th Five-Year Plan for capacity building in inclusive education. The ministry is adapting curricula and expanding learning materials in multiple formats, including Braille, large print, audio, and digital. Teacher training is being enhanced to focus on differentiated instruction, assistive technologies, and numeracy interventions. Special educational needs (SEN) focal teachers and resource units are also being strengthened to support individualized education plans and targeted classroom strategies. Collaborations with health professionals and international partners aim to further expand inclusive infrastructure and digital tools.

The NEA report highlights persistent gaps in learning for students with disabilities, including shortages of specialized teaching materials, limited teacher training, and inadequate infrastructure. In response, the Ministry of Education and Skills Development is rolling out reforms to make inclusive education more equitable, including expanded teacher training, accessible learning materials in multiple formats, strengthened support units, and targeted investments under the 13th Five-Year Plan. Officials say these measures aim to ensure that every child, regardless of ability, has the opportunity to learn and succeed alongside their peers.