𝐈𝐧𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐄𝐝𝐮𝐜𝐚𝐭𝐢𝐨𝐧 𝐆𝐚𝐢𝐧𝐬 𝐀𝐭𝐭𝐞𝐧𝐭𝐢𝐨𝐧 𝐅𝐫𝐨𝐦 𝐏𝐚𝐫𝐥𝐢𝐚𝐦𝐞𝐧𝐭𝐚𝐫𝐲 𝐂𝐨𝐦𝐦𝐢𝐭𝐭𝐞𝐞

…𝒆𝒎𝒑𝒉𝒂𝒔𝒊𝒔 𝒑𝒍𝒂𝒄𝒆𝒅 𝒐𝒏 𝒊𝒏𝒇𝒓𝒂𝒔𝒕𝒓𝒖𝒄𝒕𝒖𝒓𝒆 𝒂𝒘𝒂𝒓𝒆𝒏𝒆𝒔𝒔 𝒔𝒌𝒊𝒍𝒍𝒆𝒅 𝒔𝒖𝒑𝒑𝒐𝒓𝒕 𝒂𝒏𝒅 𝒆𝒒𝒖𝒊𝒕𝒂𝒃𝒍𝒆 𝒍𝒆𝒂𝒓𝒏𝒊𝒏𝒈 𝒇𝒐𝒓 𝒂𝒍𝒍 𝒄𝒉𝒊𝒍𝒅𝒓𝒆𝒏

By Kezang Choden

The Human Rights and Foreign Relations Committee of the National Assembly is currently gathering information on inclusive schools to improve the well-being of children with disabilities across Bhutan. The Committee highlighted several urgent concerns, including the absence of a dedicated budget for inclusive education, low enrollment rates of children with disabilities, particularly girls, gaps between policy commitments and actual implementation, and limited opportunities for students to continue education beyond middle secondary level.

Members of the Committee emphasized that inclusive education is essential for ensuring equal access to learning and promoting the rights and dignity of all children. They stressed that the challenges must be addressed through coordinated efforts among the government, education stakeholders, and communities. The Committee noted that its ongoing study will form the basis for policy recommendations aimed at strengthening inclusive education systems and bridging gaps between policy and practice to ensure that no child is left behind.

Dasho Damche Tenzin, Member of Parliament from Thrimshing-Kangpara Constituency and Chairman of the Committee, stated that work is underway to improve inclusive schools in the country. He explained that the committee is closely monitoring the situation to ensure children with disabilities and special needs are provided with proper learning environments. He also expressed concern for single parents of children with disabilities, noting that some are unable to engage in income-generating activities because they must remain with their children, affecting both family livelihoods and the well-being of the children.

Highlighting international practices, Dasho Damche pointed out that in some countries governments do not permit the establishment of inclusive schools lacking essential facilities and services for children. To address these needs, the committee plans discussions with the Ministry of Infrastructure and Transportation to ensure that schools meet required standards and provide facilities tailored to the needs of children with disabilities. He underlined that such measures are vital to creating an environment where all children can learn, grow, and thrive.

According to the Disability-Inclusive Education Practices in Bhutan report, creating inclusive learning environments and infrastructure is mandated by national policies. Article 7 of the draft National Education Policy 2019 directs schools to have standard physical facilities such as classrooms, libraries, counseling rooms, functioning water and sanitation systems, sports facilities, and administrative offices. Schools are also required to adopt eco-friendly infrastructure in line with Bhutanese architectural designs and to implement inclusive disaster management and preparedness plans. The Royal Government of Bhutan mandates relevant ministries and agencies to work together to ensure the full participation of persons with disabilities in socio-economic development. This includes access to education and training, livelihood opportunities, health care, social protection, information, and transportation.

A representative from the Disabled People’s Organization of Bhutan highlighted that “leaving no one behind” is a central principle of the 2030 Agenda for Sustainable Development. He emphasized that for Bhutan to truly uphold this vision, the review of inclusive schools must be conducted nationally to ensure that education policies and facilities meet the needs of children with disabilities across the country, rather than being limited to localized initiatives. He commended the committee’s efforts, calling them a commendable initiative that shows a genuine commitment to understanding challenges faced by children with disabilities. He expressed hope that the review will lead to concrete policy action, improved infrastructure, and better-trained educators, creating an environment where every child can learn and thrive. He added that inclusive education is not only a right but a vital step in building a more equitable society, where diversity is embraced and every individual can contribute to national development.

Dorji Wangmo, Member of Parliament from Kengkhar-Weringla Constituency and Committee member, stated that breaking down barriers for children with disabilities must begin with awareness among parents, health workers, and society at large. She stressed the importance of understanding different disabilities and recognizing each child’s unique needs. Early intervention, she said, is vital, as timely care has helped even children with severe disabilities make remarkable progress. However, Bhutan continues to face shortages of therapists, trained Special Educational Needs teachers, vocational trainers, aides, and schools with proper infrastructure and accessibility. Dorji Wangmo called on parents to avoid keeping children at home due to stigma, emphasizing that every child deserves the opportunity to learn.

She highlighted the need to improve accessibility in schools, including ramps, toilets, parking spaces, and inclusive teaching methods, while fostering a culture that welcomes every learner. Another pressing challenge is the lack of reliable data disaggregated by dzongkhags, rural or urban location, age, and gender. She concluded that with targeted awareness, skilled support, better facilities, and accurate data, every child in Bhutan can enroll in school, thrive, and complete their education with dignity.

The Committee Chairman urged the Ministry of Education and Skills Development to allocate additional budgets to inclusive schools, noting that these institutions require extra facilities to meet the learning and developmental needs of children with diverse abilities. He stressed that such resources are not a luxury but a necessity to ensure that no child is left behind.

He further called for stronger collaboration among relevant stakeholders, including the Ministry of Industry, Commerce and Employment and civil society organizations, to improve support systems for inclusive education. He emphasized that cooperation should go beyond the classroom, advocating for job opportunities in the private sector for children with disabilities once they complete their education. “Providing these students with the means to earn a living is crucial,” he said. “It will help them become independent, self-reliant, and contribute meaningfully to society just like their peers.”