𝐎𝐧𝐥𝐲 𝟏𝟕.𝟑 𝐏𝐞𝐫𝐜𝐞𝐧𝐭 𝐨𝐟 𝐆𝐢𝐫𝐥𝐬 𝐰𝐢𝐭𝐡 𝐃𝐢𝐬𝐚𝐛𝐢𝐥𝐢𝐭𝐢𝐞𝐬 𝐀𝐫𝐞 𝐋𝐢𝐭𝐞𝐫𝐚𝐭𝐞 𝐚𝐬 𝐁𝐡𝐮𝐭𝐚𝐧 𝐏𝐮𝐬𝐡𝐞𝐬 𝐟𝐨𝐫 𝐈𝐧𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧

…𝒍𝒂𝒕𝒆𝒔𝒕 𝒅𝒂𝒕𝒂 𝒓𝒆𝒗𝒆𝒂𝒍𝒔 𝒑𝒆𝒓𝒔𝒊𝒔𝒕𝒆𝒏𝒕 𝒃𝒂𝒓𝒓𝒊𝒆𝒓𝒔 𝒇𝒐𝒓 𝒈𝒊𝒓𝒍𝒔 𝒘𝒊𝒕𝒉 𝒅𝒊𝒔𝒂𝒃𝒊𝒍𝒊𝒕𝒊𝒆𝒔 𝒂𝒔 𝒆𝒅𝒖𝒄𝒂𝒕𝒐𝒓𝒔 𝒂𝒏𝒅 𝒂𝒅𝒗𝒐𝒄𝒂𝒕𝒆𝒔 𝒑𝒖𝒔𝒉 𝒇𝒐𝒓 𝒓𝒆𝒇𝒐𝒓𝒎𝒔

By Kezang Choden

According to the latest statistics from the Ministry of Education and Skills Development (MoESD), 1,455 children with disabilities are currently enrolled in schools across Bhutan. Among them, 949 are boys and 506 are girls. The national disability literacy rate stands at 26.6 percent, with a significant gender disparity: 37.7 percent of males with disabilities are literate, compared to only 17.3 percent of females.

Inclusive education has been identified as a central approach to reducing this gap and improving the overall learning environment for children with disabilities. By addressing academic, emotional, social, and physical development needs, inclusive education aims to promote equity, respect, and diversity within the school community. Educators and advocates note that inclusive education supports not only children with disabilities but also contributes to fostering empathy, understanding, and cooperation among all students.

Pema Chhogyel, Deputy Program Officer in the Inclusive Division, said that 50 inclusive schools, including two special schools, are currently operational across the country. “Inclusive education is the process of valuing, accepting, and supporting diversity in schools and ensuring that every child has an equal opportunity to learn,” he said.

To guide the development of inclusive practices, the division has developed a ten-year roadmap and documented the Bhutanese Sign Language. Guidelines have also been introduced to support the assessment, examination, promotion, and transition of children with disabilities. In addition, an in-service training module on inclusive education has been designed to assist educators in meeting diverse learning needs.

Kinley Wangchuk, Executive Director of the Disabled People’s Organization of Bhutan (DPOB), explained that the gender disparity is shaped by multiple social, cultural, and structural barriers. “Girls with disabilities often face double vulnerability, being discriminated against not only as persons with disabilities but also as females,” he said. He added that girls are frequently overprotected or kept hidden at home due to stigma, fear, or shame.

In rural communities, concerns over safety, the absence of female caregivers, and the lack of gender-sensitive facilities such as accessible toilets discourage parents from sending their daughters with disabilities to school. According to Kinley Wangchuk, there remains a widespread belief that girls with disabilities are unlikely to become independent or productive, which reinforces the view that their place is within the household. This mindset, he said, is further reinforced by limited parental awareness about the rights and capabilities of girls with disabilities.

To address these challenges, DPOB has been conducting Disability Equality Trainings targeting local leaders, parents, and communities, especially in rural areas. These sessions are intended to raise awareness about the rights and potential of children with disabilities and promote inclusive education as a path to independence and dignity for both girls and boys. The organization also facilitates parental engagement forums and inclusive Parent-Teacher Associations to create safe spaces where families can share concerns, exchange experiences, and build trust in the education system.

Media outreach is another strategy employed by DPOB. The organization uses television, newspapers, and social media to share stories of women and girls with disabilities who have overcome barriers, with the aim of challenging stigma and encouraging parents to believe in their children’s potential. To ensure access to services, DPOB also provides referral support, early intervention, and assistance with school enrollment for children with disabilities.

Tshering Yangzom, a mother from a remote village in Mongar Dzongkhag, shared her experience of seeking education for her 17-year-old daughter with an intellectual disability. She said that in the past, she was hesitant to send her daughter to school due to a lack of awareness and fear of misunderstanding. “I was afraid she might be misunderstood or mistreated, and I did not know that children like her could also learn and become independent,” she said.

Her perception changed after participating in community awareness sessions. Determined to provide better opportunities for her daughter, Tshering relocated to Thimphu, where inclusive education and support services are more accessible. “Now she can manage simple tasks on her own, and I see hope in her future. It is because she goes to school and learns like any other child,” she said.

According to Pema Chhogyel, inclusive schools are the most effective way to reduce discrimination and ensure equal opportunities in education. He emphasized that such schools play a vital role in shaping attitudes and building welcoming environments. “Inclusive education not only benefits children with disabilities but also fosters empathy, understanding, and cooperation among all students,” he said.

He added that inclusive schools improve the overall quality and equity of education by preparing all learners to live and work in a diverse society. However, for inclusive education to be successful, adequate training, awareness, and support systems must be in place to equip teachers and schools to meet diverse learning needs. He said that institutions must be guided by principles of acceptance, respect, and equal opportunity to ensure every child, regardless of physical, intellectual, or emotional challenges, receives quality education within their community.

DPOB is working with schools, communities, and local authorities to create more inclusive and welcoming learning environments. A key strategy in this effort is Disability Equality Training (DET), a participatory method in which persons with disabilities share their lived experiences. These sessions offer community members insight into the challenges faced by people with disabilities and aim to build respect and understanding.

DPOB is also supporting schools by building the capacity of teachers and staff through training in classroom adaptations and inclusive teaching strategies. The organization advocates for improved infrastructure such as ramps, disability-friendly toilets, and tactile signage to enhance accessibility.

Community leaders, religious figures, and local authorities are also engaged in these initiatives. Their involvement is seen as crucial in shaping community perceptions and encouraging families to send children with disabilities to school.
Within schools, DPOB promotes peer support programs and disability clubs to reduce social isolation and build confidence among students with disabilities. These efforts are backed by policy advocacy focused on implementing the National Policy for Persons with Disabilities. Through this policy, DPOB aims to ensure that inclusive education becomes a consistent and practical reality in schools across the country.