𝐀𝐧 𝐄𝐱𝐜𝐥𝐮𝐬𝐢𝐯𝐞 𝐰𝐢𝐭𝐡 𝐏𝐡𝐮𝐫𝐩𝐚 𝐃𝐨𝐫𝐣𝐢

Phurpa Dorji, the Inclusive Education Coordinator at the Changangkha Middle Secondary School, unveils his journey of
nurturing children with disabilities. His unwavering commitment to ensuring their inclusion and holistic development
reflects a deep-seated belief in the transformative power of education. Through his tireless efforts and compassionate
advocacy, Phurpa creates a nurturing environment where every child’s potential is recognized and nurtured, fostering a future filled with possibilities and empowerment. Phurpa explains the transformative impact of the programs provided to meet the diverse needs of special children.

Q: What inspired you to choose your profession as a teacher and above that as an Inclusive Education Coordinator?
A: Firstly I want to thank Bhutan Today for giving me an opportunity to speak and share my little knowledge on Inclusive Education. Actually since childhood, I have always dreamt of becoming a teacher, and I am lucky enough to fulfill that dream. However, I’ve realized that to be an effective educator, it’s crucial to stay up-to-date with the latest learning and teaching methods. Additionally, I have a passion for continuous learning and expanding my knowledge. In 2017, I joined Changangkha Middle Secondary School. Initially, I felt apprehensive when encountering children with
disabilities, as I lacked knowledge on how to effectively support them. It was at this point that I made a conscious
decision to educate myself on how to deal with and assist children with disabilities. Thankfully, the school provided me with the opportunity to participate in the Inclusive Education Program, which marked the beginning of my journey as an Inclusive Education Coordinator.

Q: When we say Inclusive Education, how important it is in Bhutanese Society?
A: When we talk about inclusive education, many simply perceive it as catering only to children with disabilities. However, delving deeper, it encompasses more than just children with disabilities. It includes individuals from diverse societies, with varying religious beliefs or origins. When all these individuals come together, that’s when true inclusive education is realized. Regarding the importance of inclusive education, its significance may not be fully understood until we put ourselves in their shoes and closely understand their experiences. By providing them with equal opportunities, we are fostering a society where everyone receives equal opportunities and respect.

Q: Can you delve into the programs initiated under Inclusive Education Program?
A: Many people might assume that in Inclusive Education, the curriculums are the same for all students, but this is not the case. We have divided it into four different categories based on the severity of the children’s disabilities: Severe, Moderate, and Mild.

Firstly, for those who are specially abled but mild, the curriculums are similar to those of general students, but we provide more care and focus on them.
For example, when setting questions for tests or exams, we make the questions a bit easier and give more time during the test or exam.

In the second category, there are students who excel in certain subjects, such as Mathematics and
English, but struggle in Dzongkha and Science. For these students, we maintain the same curriculum as for general students, but for the subjects in which they struggle, we have a functional curriculum where we provide simple lesson
plans tailored to their needs.

The third category comprises children with moderate disabilities who face difficulties even in basic cognitive functioning. For these students, the Functional Curriculum is mainly utilized.

In the fourth category, there are children with severe disabilities. For them, neither the general curriculum nor the Functional Curriculum is applicable. They may not even realize potential dangers associated with certain objects or situations. Therefore, we focus on teaching them basic life skills such as brushing teeth and using the restroom.

Additionally, there are students who do not fall into any of the above four categories. They perform well academically, similar to children in general classes. For these students, we provide extra support, such as offering them separate exam rooms, to ensure their comfort and convenience.

Q: What are the challenges faced in Inclusive Education?
A: When it comes to challenges, we face many. In general classes, if we have 30 students, a single syllabus or lesson plan can cater to all of them. However, if we have a few specially abled students in the class, we must create individualized lesson plans for each of them. Additionally, we often have limited teaching materials compared to general classrooms.

Moreover, while we may have experienced teachers, none of us are experts in the field of teaching students
with special needs. For instance, under the functional curriculum, where we teach students skills like tailoring,
carpentry, laundry, or cooking, we teachers are responsible, but we lack expertise in these areas.

Q: Unwavering support is must, that’s what I felt. So what support do you expect from both government and general public?
A: When it comes to fostering Inclusive Education, it’s imperative to recognize that it requires collective effort from every sector of society. It’s not something that can be achieved by a single group alone. While the dedication of teachers is crucial, without support from parents, school principals, and government bodies, the effectiveness of inclusive education initiatives may be limited.

Consider, for example, a scenario where a student who uses a wheel chair excels academically but faces challenges with writing. Implementing a scribe system, where classmates can assist with writing tasks, could significantly support this
student’s learning experience. However, such accommodations may not be commonplace in our educational system yet. Therefore, there’s a press ing need for broader awareness and action. Organizations like the Bhutan Council for School Examinations and Assessment play a pivotal role in shaping educational policies and practices.
By advocating for and implementing inclusive measures such as scribe systems, they can help create an environment where all students, regardless of their abilities, have equal opportunities to thrive academically.

Message:
Currently, there exists a noticeable contrast in awareness levels regarding Inclusive Education between urban and rural areas. Urban regions demonstrate a higher understanding due to increased enrollment rates, albeit facing challenges in accommodating the large student populace. Collaboration between the Thromde and schools is underway to address these enrollment issues effectively. Conversely, rural areas lag in awareness, resulting in lower enrollment rates. Limited
access to information and resources contributes to this discrepancy. Additionally, some parents of specially-abled children may hesitate to enroll them in school due to misconceptions about their capabilities. It’s crucial for parents to comprehend that schools not only nurture academic skills but also
foster holistic development.

The Ministry of Education and Skill Development is committed to implementing Inclusive Education Programs nationwide. These initiatives aim to create an environment where every child, regardless of ability, can access quality education. Parents are urged to over come any hesitations and enroll their children, thus ensuring equal opportunities for all. By working together, we can establish inclusive learning environments that empower every child to reach their
full potential, irrespective of back ground or ability