Standards For Inclusive Education, 2017

STANDARDS FOR INCLUSIVE EDUCATION
2017
ECCD & SEN Division

Department of School Education
Ministry of Education
Royal Government of Bhutan

Published by:
ECCD & SEN Division
Department of School Education
Ministry of Education
Royal Government of Bhutan
Telephone: +975-2-331981, +975-2-325325

Fax: +975-2-331903
Website: www.education.gov.bt
Copyright © 2017 ECCD & SEN Division, DSE, Ministry of Education

ISBN 978-99936-776-8-0
All rights reserved. No part of this publication may be reproduced in any form without prior permission
from the Department of School Education, Ministry of Education.
First Edition: 2017

Printed with support from UNICEF, Bhutan.
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Inclusive education is everybody’s business
Contents
Foreword .......................................................................................................................................................... 4
Inclusive Education in Bhutan ....................................................................................................................... 5
Introduction ..................................................................................................................................................... 6
Who this document is for ............................................................................................................................................ 6
What is inclusive education? ...................................................................................................................................... 7
About the Standards ................................................................................................................................................... 8
Inclusive language ......................................................................................................................................... 11
The Standards ................................................................................................................................................ 13
Inclusive culture ........................................................................................................................................................ 14
1.1 Infusing Inclusive Values ................................................................................................................................. 15
1.2 Valuing Diversity and Dignity and Avoiding Discrimination .......................................................................... 16
1.3 Gender Equality ................................................................................................................................................ 17
1.4 Participation of All ............................................................................................................................................ 18
1.5 Peer Relationships ............................................................................................................................................. 19
1.6 Equally High Expectations ............................................................................................................................... 21
1.7 Global Community............................................................................................................................................ 22
1.8 Human Rights ................................................................................................................................................... 23
Inclusive policy .......................................................................................................................................................... 24
2.1 Admission ......................................................................................................................................................... 25
2.2 Leadership and Management ............................................................................................................................ 27
2.3 Planning and Budgeting for Inclusion .............................................................................................................. 28
2.4 Child Protection ................................................................................................................................................ 29
2.5 Behaviour .......................................................................................................................................................... 30
2.6 Learning ............................................................................................................................................................ 32
2.7 Promotion .......................................................................................................................................................... 34
2.8 Transition and Movement of Students .............................................................................................................. 35
Inclusive Practice....................................................................................................................................................... 37
3.1 Teacher Professional Development .................................................................................................................. 38
3.2 External Supports .............................................................................................................................................. 39
3.4 Supported Teachers ........................................................................................................................................... 41
3.5 School Community ........................................................................................................................................... 43
3.6 Child Protection ................................................................................................................................................ 45
3.7 Individual Education Plans ............................................................................................................................... 47
3.8 Curriculum and Assessment ............................................................................................................................. 49
3.9 Teaching and Learning ..................................................................................................................................... 51
3.10 Assistive Technology ...................................................................................................................................... 53
3.11 Teacher Assistants .......................................................................................................................................... 54
3.12 Extra Curricular Activities .............................................................................................................................. 55
Glossary .......................................................................................................................................................... 57
Acknowledgements ........................................................................................................................................ 58
Bibliography .................................................................................................................................................. 60
Standards for Inclusive Education in Bhutan 3

Foreword
More than one billion people in the world live with some form of disability, the majority of whom
experience considerable barriers to participation. In Bhutan, the Two Stage Child Disability Study (2010-
2011) estimates 21% of children aged 2 to 9 years have at least one disability, 19% with mild disability and
about 3% with a moderate or severe disability. While we have tried to enrol each and every child into the
education system, many remain to be identified and many still need further support even once enrolled in
schools. “Inclusive Education” is a relatively new endeavour in our education system. The Special
Education Needs (SEN) Programme under Ministry of Education is progressively gearing towards 100%
enrolment of children with disabilities and providing quality inclusive education.
I believe that every child has the right to a high quality, appropriate education and I expect that this will be
the main impact of the implementation of the “Standards for Inclusive Education”.
Inclusive education will benefit every child in our schools, which in turn will be a great benefit to this
nation. When a child is educated in an inclusive setting, whether that child has a disability or not, whether
they are part of a marginalised group in society or not, they learn that every person has value and every
person can contribute to their community. When that child becomes an adult they will pass this philosophy
on to their family and help to build a more inclusive community.
I am confident that the implementation of the “Standards for Inclusive Education” will see an improvement
in the quality of teaching with a focus on every child learning and progressing towards their potential. The
standards will help schools to come together with their communities to create accessible learning spaces for
every student. Communities and students alike will take pride in their school and work collaboratively
towards making schools better places for every individual. With this we will see a nation celebrating the
diversity of its people and leaving no one behind. But most importantly, I believe that the “Standards for
Inclusive Education” will improve every child’s opportunity to enter school, participate in learning, and
achieve to the best of their potential, which is, after all, the purpose of our education system.
The “Standards for Inclusive Education” was endorsed at the 18th National Education Conference, 2017.
With this in mind, I encourage every school to read through this valuable tool and build inclusive education
into their school development plans, from whole school level down to each classroom, and individual
teachers and students. The Ministry of Education is committed to supporting this process, thereby ensuring
equitable access to quality education for all children with disabilities and other marginalised children in
Bhutan.
Finally, I would like to acknowledge the hard work of the officials in the ECCD & SEN Division, who
developed these standards. Our gratitude also goes to all teachers, principals and other stakeholders for their
valuable contributions during the development workshops and extensive review processes, and UNICEF for
providing the resources to undertake this initiative.
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Inclusive Education in Bhutan

The National Education Policy emphasises that the special educational needs of all students shall be
catered to, to enhance both participation in education and the quality of learning.
The Vision 2020 policy and strategy document by the Department of Education, 2003 states:
8.1 All children with disabilities and with special needs – including those with physical, mental and other
types of impairment – will be able to access and benefit from education. This will include full access to the
curriculum, participation in extra-curricular activities and access to cultural, artistic, recreational and
leisure activities. The program will be supported by trained and qualified personnel using teaching
strategies responsive to different learning styles to ensure effective learning. Teacher training will be re-
oriented as a means of achieving these objectives.
8.2 Children with disabilities and those with special needs will, to the greatest extent possible, be able to
attend a local school where they will receive quality education alongside their non-disabled peers. The
provision of education should not take children away from their families and local communities. Maximum
participation by parents should be secured in order to achieve partnership in education. Children with
disabilities who spend time away from home in educational boarding facilities shall be ensured inclusive
education and safety. Institutes of higher learning will be equally accessible to disabled young people.
The Bhutan Education Blueprint 2014-2024 – Rethinking Education states:
Shift One: Ensure access and equity to education:

• Enhance access to special education programme
- Identify and integrate students with mild to moderate disabilities into mainstream schools.
- Increase the number of SEN schools to enhance enrolment of children with special needs.
The Two Stage Disability Study 2010-2011 reveals that more than one in five children between 2 and 9
years old have at least a mild disability, which can have life long impacts, and that 0.7% have severe
disabilities. It recommends to:
Strengthen the demand and capacity for community based rehabilitation, inclusive health and education
services for children living with disabilities… since not all disabilities can be prevented it is important to
strive to make the society inclusive, so that all its children have the opportunity to fully participate in
society. This includes evaluating and rethinking all social programs, such as schools, training etc.


Introduction
The “Standards for Inclusive Education” is a tool to support schools in Bhutan

towards becoming more inclusive for all children. The standards aim to
provide guidance to schools for reflection, planning and actions towards
inclusion.
The Special Education Section within the ECCD & SEN Division
at the Ministry of Education has taken the lead in the
development of the “Standards for Inclusive Education” as a
means to improve the access and quality of education for all
children with disabilities in Bhutan.
This tool will initially be used by schools with Special Educational

Needs (SEN) programs, but is available for all schools in Bhutan to
use as a guideline for school improvement and development.
Inclusive education is everyone’s responsibility and is the best means
to ensure education for all children in Bhutan.
The “Standards for Inclusive Education” has been designed to align with international concepts of inclusive
education, using the Index for Inclusion (Booth, T. and Ainscow, M., 2011) as inspiration and guidance in
the development of a locally relevant and applicable tool.
Who this document is for
All schools with SEN programs will be expected to start working towards inclusion. This tool will guide and
support that process. Inclusive education benefits every child, so the responsibility for developing the
inclusive nature of the school falls on every teacher and the members of school leadership.
SEN Coordinators
School Leadership and SEN Teams
This tool will guide This tool will guide General Teachers
school leaders to run SEN coordinators and This tool will guide
an inclusive school, SEN teams to provide teachers in how to
including how to SEN services in the make their classrooms
develop inclusive most inclusive manner inclusive, and how to
policy, how to create possible, and will ensure each of their
an inclusive culture, guide them in students are receiving
and how to ensure supporting general the appropriate support
inclusive practice teachers to create a to meet their individual
within the daily more inclusive learning needs in an
procedures of the environment for inclusive setting.
school. students with
disabilities.
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What is inclusive education?
The ECCD & SEN Division, in consultation with teachers, school leaders and other stakeholders, has
defined inclusive education as below. The breakdown of terms within the definition helps to clarify what
inclusive education means throughout the “Standards for Inclusive Education”.

About the Standards
The “Standards for Inclusive Education” is divided into three very important dimensions – Inclusive
Culture, Inclusive Policy and Inclusive Practice. All three dimensions combine interdependently to create
inclusive schools.
Inclusion is about connecting everyday practice in schools to deeply held values and beliefs. Inclusive
culture focuses on identifying and embodying those values. Inclusive policy ensures that the school has a
structured framework to support the movement towards inclusion and inclusive practice gives details on
how to make everyday practice more inclusive. Each dimension relies on the other dimensions, and
therefore needs to be worked towards simultaneously and with planning and purpose.
The Standards
Within each dimension is a list of broad standards for inclusive education. Each of these standards is broken
down into a collection of indicators with rubrics to clarify progress. The standards can be used as overall
goals or schools can choose to focus on particular indicators from different standards for more specific
goals.
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The Indicators
A rubric is an authentic multi-dimensional set of guidelines that provides descriptions for levels of
performance rather than arbitrary numbers or scores. Inclusive Education is widely recognised as a process,
so the rubrics aim to support schools to move through that process. The levels within the rubrics assist
schools to identify specific achievable goals for improvement areas and to identify how far they have
already come on the path to inclusive education.
The following table explains what each level of the rubrics means:
Minimum Standards Developing Excellence

What this What is expected and This is showing schools the These are considered best
particular considered necessary of all way forward, looking at practice and are designed to
indicator schools as they become progress, and different ways fit into the Bhutanese context.
refers to inclusive. for heading towards best This is what all schools
Schools who do not meet practice. should be aiming towards.
minimum standards are not It is important for schools to Excellence is not a finishing
failing. The areas not yet at recognise that small steps are point. It is a state that schools
minimum standards become good and change cannot need to work at and keep up.
focus areas and planning happen instantly.
priorities for the school and
the Ministry.
The process
Reflection: Schools work through a structured reflection process

where they explore their current levels of inclusivity. This will
occur at leadership level, staff level, student level and
community level, with the support from the Ministry during
an orientation program, and through self-evaluation Action Reﬂection
processes.
Planning: Using the information gained in the reflection

stage, schools work with the Ministry and the different
members of the school community to create short, medium
and long-term development plans. The Ministry can provide
some suggestions but the standards are deliberately open, so
schools have ownership over the process they take to become
inclusive. Plans include review and monitoring processes that Planning
suit the individual needs of schools and their students.
Action: Schools put their plans into action. They are following plans that they have created, within timelines
that they believe are reasonable. Schools report on their progress to the Ministry of Education, which enables
the Ministry to provide appropriate and timely support.
This is a cyclical process. Schools are not expected to reach excellence in every standard immediately.
Schools identify key areas and achievable goals, and review and re-plan regularly to work through the
standards, with support from the Ministry.

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Inclusive language
Why do we need to standardise language? People First Language
The language we use shapes perceptions and People first language puts the person first, and the
attitudes – the way we use language influences “label” second – each label is only a part of who
how we think, and influences how those listening that person is, it is not a defining feature. Putting
think. the person first does not mean that the “label” is a
negative thing that needs to be separate from the
The appropriate use of language to describe a person, but rather emphasises that it is only one
person can create greater understanding and part of that person.
awareness about that person. Respectful language
builds respect. Conversely, disrespectful language
builds disrespect, and leads to discrimination. Inappropriate use of Appropriate use of
words and phrases words and phrases
Children learn as much from what adults do and (People first
the language they use, as from what they are language)
taught. When we are talking about developing Differently abled, the People or children with
inclusive schools and inclusive cultures, we need disabled, disabled a disability
to use inclusive language. people, disables, People/children with
handicapped, impairments
Describing schools incomplete
As of 2016 there were 12 general schools Special child/ special Student receiving
identified as being able to support students with student/ special needs supports from SEN
disabilities, and two specialised institutes catering student programs, Child with a
to the needs of students who are Deaf or blind in disability, child with
Bhutan. special needs/special
The twelve schools are general schools with SEN educational needs
programs. They are not SEN schools. A SEN
school would only have children with disabilities A blind person/child A person/child who is
and as such are not inclusive. blind/with low vision
SEN programs are implemented in the identified
schools to support children’s diverse needs. We Deaf and dumb A person who is deaf/
therefore don’t have SEN children or SEN hard of hearing
students, but students who receive support from Deaf person
the SEN program.
The institutes are a little different. Both are part of Physically disabled A person with a
a central school, and are known as Wangsel person, deformed, physical disability
Institute, Drukgyel Central School, and crippled
Muenselling Institute, Jigme Sherubling Central
School. When describing either school it is A mentally retarded A person with
acceptable to call them a school for the Deaf or person, idiot, mad, intellectual disability
school for the blind and low vision respectively. feeble minded
Inclusive school – while we are aiming to enable
People with mental A person with a mental
every school to be inclusive through the
problems, mad health disability
development of standards for inclusive education,
“Inclusive” is not a label or a type of school.
Every school will be able to work towards A dumb person, mute Non-verbal
becoming more inclusive. It is a way of being and
an on-going process.
Disabled toilets Accessible toilets

Positive language Labelling and categorising children
Our attitudes and beliefs about people with In general, it is best to avoid labelling and
disabilities are reflected in our use of language. categorising children, as in an inclusive setting,
When referring to disability, it is important to use every child is an individual, and categories do not
positive language rather than making negative tell us about the individuality of a child.
assumptions. Using words like “suffers from”,
“afflicted by”, “burden” or “victim” makes an Most of the time in a school setting, there is no
assumption that the person is living a negative benefit to labelling or categorising as it doesn’t
life. tell you anything useful about a child - you need
Understanding the history and meaning of words to know what the child’s barriers are and what
helps us to appreciate why these words are supports you can provide the child. Two children
considered negative. with the same diagnosis may have vastly different
barriers. For example, Karma and Pema both have
Terms to avoid Meaning/connotation a medical diagnosis of Cerebral Palsy. Karma can
Handicapped From “cap-in-hand” referring walk and run and play with his friends however he
to beggars – which has has a lot of difficulty holding a pencil for writing.
historically been the only way Pema on the other hand, uses a wheelchair to get
people with disabilities can around, can hold a pencil but needs to strengthen
make an income, and in many his grip, but is unable to talk. These two students
parts of the world is still the will need vastly different supports in a classroom.
case
Knowing about disabilities and medical diagnoses
Wheelchair A wheel chair represents is important because it can give a better
bound independence and freedom, understanding of why the child is experiencing
not a constraint. these barriers to learning, but beyond that there is
no need to refer specifically to that label when
Suffers from Instead, say “person with… discussing the child.
(disability)” as it removes the
negative assumption When using assessment tools like Rapid Neuro
Developmental Assessment (RNDA), it may seem
Cripple Derived from German word easy to label or categorise based on the domains.
Krippel which means “to be For the sake of data collection these domains will
without power” continue to be used, but for the sake of planning
supports, all that is needed is to get a better
Comparisons understanding of where the student’s barriers and
difficulties are. So a child who is showing
Comparative language can be very damaging. concerns in the cognitive domain does not
Referring to one group of people as normal automatically get labelled as having a learning
implies that the other is abnormal, one group as difficulty or intellectual disability.
typical, then the other must be atypical, and these
imply that this is lesser. Students also should not be labelled as “SEN
students” or “SEN children”. They are “students
No Yes who receive support from the SEN program”.
Students receive support from the SEN program
Non disabled, normal, People without for differing amounts of time and different
typical disabilities reasons, and therefore should not be grouped or
classified.
Regular class or General class/ general
normal class, normal school
school
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The Standards
The following sections show the standards for inclusive education in detail within the three dimensions.
Each standard is accompanied by a number of indicators that are described in three levels – minimum
standards, developing and excellence.
The standards and indicators are not a monitoring tool. They are designed to give a comprehensive overview
of what inclusive education can look like in schools in Bhutan and act as a guide for inclusive school
development.

Inclusive culture
Culture is the ideas, customs and behaviours which are built by deeply held values and belief systems that
the society or school follows. Inclusive culture is about creating secure, accepting and supporting school
communities where everyone is valued and respected. What schools adhere to as culture should stem from
the deeply held values that lead to action.
1.1 Inclusive values are infused into all areas of school life, from policy to practice, and at
all levels, including students, teachers, leadership and community.
1.2 The school values diversity amongst its staff, students and community and avoids
discrimination in any form based on gender, sexual orientation, religion, ethnicity,
nationality, disability, socio-economic status or any other difference, but treats all people
with dignity.
1.3 Schools understand the importance of gender equality and strive to create a culture
where boys and girls alike are welcomed, valued and supported.
1.4 All students, family members, staff and community members are welcomed and enabled
to participate in the school community.
1.5 The school respects and understands the importance of peer relationships and
encourages supportive relationships while making an effort to eliminate bullying.
1.6 The school holds high expectations of all students and values each student equally.
1.7 The school appreciates its place as part of a national and global community and
educates students, staff and the community about their responsibility as part of the global
community.
1.8 Human Rights and the Rights of Children are valued, taught and embodied throughout
the school community.
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1.1 Infusing Inclusive Values
Inclusive values are infused into all areas of school life, from policy to practice,
and at all levels, including students, teachers, leadership and community.

Understanding Inclusion is seen as a process Inclusion is understood to be Inclusion is understood to go
inclusion for improving the different for each child in beyond school, to preparing
participation of every child. each setting, and is children for inclusion in
Barriers to participation are determined by individual every day activities in life.
seen as resulting from need, meaning that not every Schools understand that their
attitudes and environments student will be in a role is to improve the
rather than from deficiencies mainstream setting at all inclusivity of society through
or impairments within a times, if that is not developing inclusive
child. appropriate for that child. education.
Determining All members of the school Schools define their values in Schools appreciate that
shared values community are involved in the context of their everyone has different values
developing a set of shared community. Adults and that are influenced by their
inclusive values that children are in agreement on diverse backgrounds,
represent everyone in their the meanings and child including culture, religion,
community and avoid friendly language is used. experience etc. The shared
excluding anyone. values of the school do not
allow for exclusion but are
seen as an opportunity to
review and expand their
understanding of the values.
Reflecting on Values are publicised and It is recognised that values The school draws attention to
values and encouraged to the whole are revealed through actions attitudes and actions that
developing school community, and are rather than words. Staff contradict values and
practice shared in child friendly review their practice in light recognises that this takes
through values language. Specific time is of the shared values and their hard work for individual
allocated to staff, students, own values. Staff and reflection. Leadership, staff
leadership and the school students explore the values and students review school
community to consider the behind their actions and the policy and practice in view
values. actions of others. of the shared values when
planning for school
improvements.

1.2 Valuing Diversity and Dignity and Avoiding Discrimination
The school values diversity amongst its staff, students and community and
avoids discrimination in any form based on gender, sexual orientation, religion,
ethnicity, nationality, disability, socio-economic status or any other difference,
but treats all people with dignity.

Values Schools celebrate their Schools encourage students Schools explicitly teach
diversity diversity and differences and to learn from each other and about the value of diversity
believe that diversity makes a about each other. Everyone and seek and enable
valuable contribution to the explores their own cultural situations where staff and
school and is a resource for influences over their fears, students are regularly able to
learning. beliefs, attitudes and feelings. experience the benefits of
diversity.
Ensuring non- Children and families in the Staff and students explore Schools actively scrutinise
discrimination school community and wider where stereotypes come their own practices and those
society are respected from. Discrimination that of their staff to ensure
whatever their perceived occurs in the school is discrimination is tackled and
status, background, culture explored to discover the removed.
etc. Staff and children respect cause and root of the Staff and students identify
each other and children are discrimination. The school strategies to change harmful
seen as equally valuable to mediates and supports all attitudes, beliefs and
adults. Staff and students parties involved to learn how behaviours.
avoid using stereotypes. to remove the discrimination.
Encouraging All staff, parents and students Children feel liked by staff Staff reflect on their own
dignity are greeted in a friendly way, and each child is known well practice to ensure they are
and members of the school by at least some staff. Staff treating all students with
aim to learn each other’s treat children with respect dignity. Students are taught
names. All teaching and non- even when staff are frustrated about dignity and given skills
teaching staff are equally or angry, and staff are to identify when they are
respected by other staff, enabled to reflect on their treating others with dignity or
leadership and students. Staff feelings in order to deal with not, and how to adjust their
avoid discussing students or them. behaviour.
families in negative ways.
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1.3 Gender Equality
Schools understand the importance of gender equality and strive to create a

culture where boys and girls alike are welcomed, valued and supported.

Equality of Girls and boys are treated as Schools explicitly teach Students learn to identify
gender equal citizens, with equal students about gender inequalities and learn
rights to, in and from equality and inequality. strategies for overcoming
education. Students learn about the gender-based barriers in their
importance and benefits of own lives and the lives of
gender equality and those around them.
understand that equality is Schools actively review their
about human rights. practices and plan to
overcome gender inequality.
Schools work with the
community to educate about
gender equality.
Exploring Schools understand that Schools actively explore Schools prevent the use of
gender and gender and identity can be identity with staff and gendered insults and help
identity experienced in different students, looking at the students to explore where
ways, and that masculinity influences on identity and such language comes from
and femininity are not rigid. how identity is perceived. and why it is damaging.
Schools do not tolerate Students have the opportunity Schools seek to provide
discrimination based on to explore their own identity positive role models to
gender identity. in a safe and welcoming students through hiring a
environment. range of men and women in a
variety of roles, including
men in care giving roles and
women in leadership roles.
Recognising Schools recognise the various Schools actively explore the Adults and children work
the barriers struggles that girls and barriers within their school together to remove barriers
that the women have encountered in and their community and aim experienced by gender
different history and aim to remove to overcome these barriers. inequalities within and
genders gender barriers to education. Schools develop detailed regarding their education and
experience Schools recognise the plans for combatting gender their wider life experiences.
significant struggles of boys inequality within their
in education systems, schools.
including the over
representation of boys in SEN
Programs and behavioural
programs, and aim to remove
the barriers that boys face.

1.4 Participation of All
All students, family members, staff and community members are welcomed and
enabled to participate in the school community.

Children When children join the school Children have age appropriate Children feel like they are
they are welcomed and responsibilities within the consulted and listened to in
supported. Students feel that school that help them to feel a decisions that will affect
they are a valued part of the sense of ownership and pride them. They have
school. in the school. opportunities to be
represented in school
planning processes.
Families Schools ensure that all Schools have good Families are invited regularly
contact with families is knowledge about student’s to participate in school
welcoming and friendly. Staff families and are sensitive to a planning and development.
avoid making assumptions variety of ways of being a Families are updated on
about families based on family. Parents feel able to progress and changes.
perceived status, background, approach the school to
etc. discuss their students and
other issues, and feel
welcomed and listened to.
Wider The wider community is The school engages local The community feels pride
community welcomed as part of the support through hiring local and ownership over the
school community, and it is labour, purchasing from local school, even if members of
understood that schools are a producers etc., and invites the the community do not have
vital part of the community. local community to volunteer children attending the school.
or contribute where Education is seen as
appropriate. everyone’s responsibility.
Schools listen to the concerns
of the community and work
with the community to create
a more inclusive environment
for all.
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1.5 Peer Relationships
The school respects and understands the importance of peer relationships and
encourages supportive relationships while making an effort to eliminate bullying.

Cooperation, Schools believe that students When competition is used, for Students learn and practice
sharing and learn better in a cooperative example sporting events, techniques for cooperation
helping each environment, and believe that house competitions etc., within their classroom and
other rather this is beneficial to students praise focuses strongly on school settings.
than on a social and emotional effort and team work as well Students are praised for
competition level as well. as winning. When games and helping each other. Students
competitions are used for take pleasure in each other’s
learning, students understand achievements, and appreciate
that the goal is learning, each other’s efforts.
rather than winning, and all
students are appreciated for
their effort and progress.
Friendships Friendships are recognised as Teachers are aware of Students participate in team
very important to all children, friendships and students who building and class building
and teachers are aware of the are not forming relationships activities that are sensitive to
difficulties faced by children with their peers and aim to all students. Teachers plan
as they learn to navigate explore the reasons behind seating arrangements to avoid
school friendships. Schools the difficulties. Promotion of unnecessary conflict while
support the development of friendship evolves around ensuring all students are
friendships while monitoring removing the barriers, and enabled to participate in the
for the exclusion of children, creating conducive social social elements of school.
and supporting them to make environments at school.
social connections.
Mediation Schools provide learning Schools provide general Schools have a culture where
skills opportunities for students learning opportunities to all students are confident to
when mediation is needed, by students on mediation, recognise disputes, are able to
supporting students to sort including teaching students reflect on their own
out their difficulties. how to determine if an issue behaviour and know where to
needs to be reported to an go for adult support. Children
adult for support. speak up for each other and
respect each other for doing
so.

Bullying Students and teachers agree Staff and students have Bullying is seen as a form of
on a definition of bullying. shared learning experiences discrimination and
School policies and practices about bullying, including harassment and is taken
about bullying consider that exploring why bullying seriously by all staff. Students
children often do not happens. Staff understand are enabled to recognise and
understand the results of their that bullying can also be a report on bullying, and
behaviour and need to be signal that the perpetrator understand the importance of
explicitly taught. needs help. Staff have fair the bystander in preventing
ways to deal with bullying. bullying.
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1.6 Equally High Expectations
The school holds high expectations of all students and values each student
equally.

Explicit effort Schools recognise that many Teachers talk to parents and Schools make an explicit
to counter children come to school with students to explore students’ effort to ensure that every
existing low low expectations placed on expectations of themselves child knows their teachers
expectations them by their families, and how they have been have high expectations of
communities and previous treated previously and why. them. Individual students
schools/teachers due to Teachers make plans to learn about the benefits of
disability, gender, socio counter negative and low having a growth mind-set and
economic status and many expectations they come believing they can learn, and
other reasons. Schools ensure across. learn techniques to build their
that teachers reflect on these own expectations.
expectations and avoid
making assumptions.
Remove Ranking of students, when Where possible, schools Ranking is not used to
comparison used, is not shared with all avoid using ranking systems determine the success of
students. Children or parents or comparisons to assess and students. Students are
may know their own rank but grade students. Where it is assessed on the level of
other students do not know. necessary for board exams, learning that has taken place.
Teachers avoid comparing students understand that Schools make every effort to
children to their peers or their ranking does not reflect on an remove ranking from its
siblings. individual student’s ability or systems.
Schools do not place the worth.
burden of ranking of schools
on the students.
Removing Teachers avoid using labels Students are not grouped by Every student is enabled to
limiting for students that result in ability or disability, but are achieve and is celebrated for
labels particular expectations about given the most appropriate their achievement, without
their ability to achieve, learning opportunities for being compared to other
including “SEN children” or their individual needs. students’ achievements.
“gifted” children.

1.7 Global Community
The school appreciates its place as part of a national and global community and
educates students, staff and the community about their responsibility as part of
the global community.

National Schools understand that they Students explore where Students actively question
Community are part of the wider nation. Bhutanese values come from their own actions and beliefs
Students feel that they are a and how their values fit in a and how they fit into the
valued and important part of national community. They national context. Students are
the nation. explore how their school fits supported in exploring
in too. differences and learning how
to navigate their own identity
within the national
community.
Global Schools recognise that their Students follow global news Schools enable students to
Community students are global citizens, events and issues and learn explore local and global
and need to be aware of how they relate to the local conflict and development and
global issues and situation, at an age to learn how it relates to them
developments. appropriate level. and what their responsibilities
are as global citizens.
22
1.8 Human Rights
Human Rights and the Rights of Children are valued, taught and embodied
throughout the school community.

Learning Students, staff and Child friendly language is Schools organise
explicitly community are oriented on used to help students explore professional development for
about rights the Declaration of Human and understand Human staff, learning opportunities
Rights and the Conventions Rights at an age appropriate for students and workshops
on the Rights of a Child, and level. Over time, children or activities for the
particularly on the right to develop their understanding community on a yearly basis
education. of Human Rights. to develop everyone’s
knowledge and
understanding of Human
Rights.
Schools Schools start by valuing Schools explore their own Schools become a champion
commitment to everyone equally and practices and develop and for human rights within their
rights believing that everyone holds implement plans to ensure community, and work with
rights equally. Schools make they are upholding the rights members of local
a clear commitment to of all their staff, students and government and the
ensuring the right to community. community to develop and
education for all children. implement plans to improve
access to human rights for all
members of the community.
Understanding Students learn about abuses Students believe that they Schools seek opportunities
abuses and of rights in their community, have a role to play and feel for students to participate in
inequalities their country, their region empowered to speak up, and promoting the human rights
and and at a global scale, at an advocate for their rights and of people within their
understanding appropriate level for their the rights of others. community, their country
children’s role age. They explore ways they and around the world.
in upholding can participate in making a Students learn about their
rights difference at all levels, in responsibility over their own
their current positions and in behaviour and their
the future. responsibility in upholding
the rights of others.

Inclusive policy
The development of inclusive policies ensures that inclusion permeates all plans for the school and involves
everyone. Policy needs to ensure that all children in the locality are reached out to and none are excluded.
Inclusion involves all members of the community from student to teacher to parent to neighbour.
2.1 The school has a policy on admission that ensures that all children are sought out,
enrolled and admitted into an appropriate learning environment for their needs and that all
necessary accommodations are made to create the best learning environment for each student
regardless of gender, and without bias or discrimination.
2.2 The school has a policy about leadership and management that ensures collaboration
between staff, leadership and the Ministry of Education in decision-making and school
planning, and the involvement of the wider community.
2.3 The school has a policy about planning and budgeting for inclusion that focuses on
understanding the needs of individuals within the diverse group of students and ensuring
their barriers are overcome and their support needs are met.
2.4 The school has a policy on child protection that pays particular attention to the needs of
vulnerable and marginalised children and plans for awareness, risk reduction and
recognising and responding to abuse.
2.5 The school has a policy on behaviour that considers the individual needs of the diverse
group of students and plans positive behaviour supports and equitable disciplinary processes
in an effort to minimise disciplinary exclusion.
2.6 The school has a policy about learning that reflects the plans to support individual
students through additional SEN support, specialists and assistive technology where required
to remove barriers to learning.
2.7 The school has a policy about promotion that aims to keep students with an age
appropriate group and provides the supports to ensure this is the best place for the student.
2.8 The school has a policy about the transition and movement of students that considers
individual students’ interests and needs and plans appropriate preparation.
24
2.1 Admission
The school has a policy on admission that ensures that all children are sought
out, enrolled and admitted into an appropriate learning environment for their
needs and that all necessary accommodations are made to create the best
learning environment for each student regardless of gender and without bias
or discrimination.

Who is All children are admitted to Schools advocate within the Schools seek to admit every
admitted? the school as per the community in general about child from the locality who
National School Admissions admissions processes and has reached at least 6 years
Policy, which states that who can be admitted to old. The school takes
every child from 6 years old school. responsibility to know about
in the locality who applies to children in the locality and
the school shall be admitted. advocate with their
The Specialised Institutions parents/guardians.
are an exception, as students
must have a specific medical
diagnosis to be admitted into
the school.
How do Schools have links with local Schools work closely with Schools take responsibility
schools ECCD centres and are aware ECCD centres and the for their local ECCD centres
support child of the students that will be community to enable by supporting them to
readiness? joining the school in the marginalised and vulnerable become inclusive centres.
coming years. Schools children, in particular those This includes connecting
provide support to ECCD with disabilities, to access with health professionals and
facilitators to help prepare all and benefit from early the MoE for support,
students for school. interventions, to ensure identifying students in the
school readiness when locality and advocating for
approaching 6 years of age. their enrolment, and
supporting the ECCD
facilitators to provide
specific services that will
develop children’s school
readiness.
How are Schools explain the Schools support Schools have a system for
parents admission requirements parent/guardian to get the sharing admission
supported with including any necessary necessary paperwork and requirements with
admission paperwork prior to the time information. parent/guardian and
requirements? of admission. DEOs/TEOs to ensure
smooth admission to school
for children with disabilities.

How do Schools need to give priority Schools aim to accommodate Schools make projections
schools plan to students who are from all children who apply to the about their enrolment
for their catchment area, with a school by rearranging numbers and plan
overcrowding? determined wider catchment resources and applying for accordingly a year in
area for children with more human resources and advance to ensure they have
disabilities where the school infrastructure. adequate infrastructure and
has a SEN program. human resources.
How are new Students are welcomed into a Students and Parents/guardians and
students new school and provided parents/guardians are students are provided with
welcomed to support when they arrive. provided with an orientation orientation before starting
school? when starting school and an school and when they first
opportunity to meet the start. Teachers meet students
student’s teacher. before commencing school.
Accommodations are
planned for students who
need them before school
starts.
How are If the school does not have The student’s teacher gets All staff at the school are
human the human resource capacity trained in inclusive education trained/oriented in inclusive
resources to support the student, they and supporting that student education. Some staff are
planned for contact the MoE. as a first priority. trained in necessary
new students? specialised supports.
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2.2 Leadership and Management
The school has a policy about leadership and management that ensures
collaboration between staff, leadership and the Ministry of Education in decision
making and school planning, and the involvement of the wider community.

Inclusive Existing policies and Everyone in the school Everyone in the school
policy guidelines are reviewed community, including community, including
development through the “Standards for leadership, teachers, leadership, teachers,
Inclusive Education”. parents/guardians and parents/guardians and
students, are aware of students, actively implement
inclusive policies. inclusive policies.
Who is Everyone is aware of All stakeholders are Decisions are made in a

involved in upcoming decisions and has consulted during decision collaborative way by
decision the opportunity to make making processes. including all stakeholders.
making? suggestions and
recommendations.
How All members of staff and Leadership trusts its staff and Staff and leadership
inclusive is leadership have mutual enables autonomy in certain collaborate to determine
the respect for each other. decision making based on areas where staff have
relationship staff expertise. Trust is autonomy, based on staff
between staff mutual and bidirectional. expertise. Decisions are made
and based on expertise and
leadership in justifications, and
decision hierarchical decision making
making? is avoided.
How is whole All stakeholders are aware of All stakeholders are Whole school planning is
school whole school plans and consulted during whole done as a collaborative
planning school development plans school planning or school process that enables all
done? and have an opportunity to development planning. stakeholders to participate
review and share feedback. and have an opportunity to
shape the plans.
School Schools give quality Schools develop proposals Schools work collaboratively
relationship feedback and reports on time for budget and programs that with DEOs/TEOs and MoE
with MoE to DEOs/TEOs and MoE. support inclusive education to develop plans and budget
Schools provide timely and SEN programs and share proposals.
updates to DEOs/TEOs and with DEOs/TEOs and MoE. After implementation of the
MoE when changes occur program, schools provide
within the SEN program or feedback and work with
with students who receive DEOs/TEOs and MoE to
additional support. improve programs and share
with other schools.

2.3 Planning and Budgeting for Inclusion
The school has a policy about planning and budgeting for inclusion that
focuses on understanding the needs of individuals within the diverse group of
students and ensuring their barriers are overcome and their support needs are
met.

How is budget Schools have a separate Leadership works with SEN Funding structures within
organised for budget for inclusive team and other teachers to the school are based on
inclusion? education activities and SEN estimate a budget based on individual needs of students.
programs. plans for inclusive education Schools allocate a
activities and the SEN contingency fund for ad-hoc
Program. activities.
How are plans School plans incorporate the School plans incorporate the School leadership works
developed for “Standards for Inclusive “Standards for Inclusive with SEN team and other
inclusion? Education”. Education” and include teachers to develop detailed
details on how schools plan plans for how to implement
to move in an inclusive the “Standards for Inclusive
direction. Education”, with goals and
timeframes, and leadership
enables implementation
through budget and support
to teachers.
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2.4 Child Protection
The school has a policy on child protection that pays particular attention to
the needs of vulnerable and marginalised children and plans for awareness,
risk reduction and recognizing and responding to abuse.
Mandatory Standard
Inclusive child Schools develop a publicly available policy of child protection that details:
protection • Their commitment to valuing diversity in child protection
policy? • The actions the school proposes to take to:
o Demonstrate its commitment to child safety and to monitor the adherence
to the policy
o Educate and build the awareness of children and adults on child protection
o Reduce the risk of physical, emotional and sexual abuse and neglect within
the school and wider school community
o Support or assist children to report abuse
• How the school will ensure adequate budget for child protection

2.5 Behaviour
The school has a policy on behaviour that considers the individual needs of
the diverse group of students and plans positive behaviour supports and
equitable disciplinary processes in an effort to minimise disciplinary
exclusion.

Who does policy All children and adults Behaviour policies are Behaviour policies are
about behaviour will adhere to behaviour developed to be age designed to support all
apply to? policies. appropriate, and responsive students to behave in a way
to diversity. that is deemed appropriate.
They appreciate that some
students may respond to
behaviours in different ways.
Understanding Behaviour policies focus Schools recognise that Behaviour policies explore
negative on preventing negative behaviours are a form of barriers that are at the core of
behaviour and behaviours and enabling expression and for some the student’s behaviour and
applying learning and participation children are their only form aim to remove them. They
positive through providing positive of expression. Behaviour ensure that students are not
behaviour behaviour supports to policies require the school to being excluded because of
supports students as a first response explore the reasons for the expectations that are not
prior to considering student’s behaviour and reasonable for them. All
consequences. allow those causes to be school staff are familiar with
addressed before moving the positive behaviour
towards consequences. Each supports and implement them
student’s teachers understand with the student.
and implement positive
behaviour supports
consistently for students.
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Consequences Consequences are Consequences are decided in The school has fair processes
for behaviours adaptable but fair. consultation with the for determining
Consequences are student’s support team and consequences that consider
determined based on the parent/guardian with the goal the behaviour and the student
student and the behaviour, to improve the behaviour or with the focus on improving
considering individual remove the negative the behaviour. It is
differences. behaviour. determined by the whole
support team where
appropriate. Students on
Individualised Education
Plans (IEPs) have
predetermined consequences
for behaviours that they are
working on and members of
the school community are
aware of these consequences.
Minimise Schools aim to reduce or The decision to exclude a Disciplinary exclusion is

disciplinary minimise disciplinary student happens in discussion extremely rare and only used
exclusion exclusion, with defined with the student’s as an absolute last resort after
reasons for exclusion and parent/guardian. The all other options are
defined processes leading decision only comes after explored. Exclusion happens
to exclusion. other options are explored. in consultation with
parents/guardians and
teachers, and is for a
predetermined time. Students
and parents/guardians have
plans for the student during
the time they are excluded so
that they are not missing
learning, and so they are
addressing the behaviour.

2.6 Learning
The school has a policy about learning that reflects the plans to support
individual students through additional SEN support, specialists and assistive
technology where required to remove barriers to learning.

Who receives Students who have been Any student who is Schools have systems of
additional identified through the use of experiencing difficulties at determining which students
learning RNDA, Brigance and other school receives additional receive additional learning
support? tools receive additional learning support. Teachers support based on the
learning support. Students document difficulties through student’s need and the
with disabilities are assessed an IEP and leadership schools resources.
to determine if they need enables time for
learning support and what consultations with support
level of support they need. teams and parents/guardians
to determine the level and
nature of the support.
Who Class teachers coordinate Schools develop support Leadership enables the
coordinates classroom-based support and teams that coordinate support coordination of support by
additional keep parents/guardians in consultation with assigning a support team and
learning informed. parents/guardians and creating a support system,
support? In schools with SEN leadership. In schools with and providing these teams
Programs, the SENCo will SEN Programs, the SENCo with the necessary supports
also coordinate with the leads the support team. and autonomy. Support
teachers. teams work with
parents/guardians to
coordinate support. In
schools with SEN Programs,
the SENCo is enabled to lead
the team with appropriate
autonomy.
How are Schools work with families Schools coordinate with Schools actively research
health to understand what health families and health health specialist options for
related specialists (e.g. specialists to ensure students their students to overcome
specialists Physiotherapy, speech are receiving the best barriers to learning. At least
used? therapy, occupational available support, and take a one staff member takes
therapy) a student may lead role in ensuring students responsibility for
benefit from, and to receive the support they communicating with health
determine what role the require, where appropriate. services and the MoE to
school will have in enabling enable the most effective use
the services. of health specialists in their
school.
32
How are Support services are Support services are Support services have review
support reviewed every six months, reviewed on a regular basis processes planned into them
services to determine whether they determined by the support to ensure changes happen as
reviewed? need to continue, change or team for each student soon as they are needed. This
stop. receiving support. is planned with the support
team and parents/guardians.
Leadership supports the
additional time and resources
needed to meet this
expectation.
How is Schools coordinate with Assistive devices and Schools have a system for
assistive relevant agencies to get the technology are made determining assistive device
devices and appropriate assistive devices available to students where and technology needs,
technology and technology needed to possible. Teachers make use including training the support
planned for? support their students. of the technology currently team. Leadership coordinates
available in schools by the procurement of assistive
researching uses and devices and technology.
benefits.
How is Leadership coordinates Substitute teacher Learning supports are clearly

additional substitute teachers who are appointment systems are documented and readily
learning least likely to cause developed to minimise the available, with at least one
support disruption to the students’ disruption to students’ staff member appointed to
consistency support services. support services. coordinate information
planned for? sharing, resulting in minimal
disruption when the support
team or teacher is not
available.

2.7 Promotion
The school has a policy about promotion that aims to keep students with an
age appropriate group and provides the supports to ensure this is the best place
for the student.

How does a Policies about promotion Policies about promotion Policies about promotion
school plan ensure that students are able focus on prevention of include information about
promotion? to remain in an age repetition. Policies include early identification of
appropriate class when information about flexibility students at risk, supports
possible. Examination failure for students who require provided and the importance
does not automatically result additional learning supports. of keeping students at an age
in repetition. appropriate level. Policies
allow for flexibility for
students who require
additional learning supports.
Policies require thorough
communication with
parents/guardians regarding
the process of promotion and
repetition.
Identifying Schools identify students at Schools ensure teachers are Learning support plans are
and risk of repetition after the using formative assessment made at the time of
supporting half yearly examinations, and to identify students at risk of determining promotion to
students implement plans to provide repetition as early as possible ensure all students are
specific supports needed to and implement plans to effectively learning in an age
reduce or remove that risk. reduce the risk. Students with appropriate class. Learning
learning difficulties are supports and curriculum
supported in an age adaptations are provided as
appropriate setting. necessary to enable each
student to learn effectively
with age appropriate peers.
34
2.8 Transition and Movement of Students
The school has a policy about the transition and movement of students that
considers individual students’ interests and needs and plans appropriate
preparation.

Who makes Schools seek to understand Teachers and Schools work closely with
decisions and student preferences and parents/guardians assess parents/guardians to
how are they interests in exploring post- where the student is best understand students’
made? school opportunities. placed in consultation with preferences and interests and
Schools give the student where to develop post school
parents/guardians advice appropriate, and options that reflect those
about all opportunities that parents/guardians are given interests, in collaboration
are available, with support suggestions based on the with MoE. Parents/guardians
from the MoE, and support student’s achievements and and students make informed
students and interests, and are supported decisions based on exploring
parents/guardians to make to take initial steps. all their options, and having
decisions. Schools do not the opportunity to
encourage students to leave experience some options.
school early. At minimum, a Schools facilitate this
student must be of an process with support from
appropriate age to enter the stakeholders.
next stage (further
education, vocational
training, jobs).
How is a Direct preparation for Schools determine which Schools and

student transition (for example, pre- skills students need to be parents/guardians plan
prepared for vocational skills, specific job ready for their chosen path, transition processes with the
transition? preparation skills) does not and provide additional student where appropriate,
start until a student is 14 opportunities to develop so that the student is
years old, and transition does those skills before a student prepared at school for the
not occur until a child is transitions, after 14 years skills they need to transition,
assessed as ready for their old. in an appropriate time frame.
chosen path. Pre-vocational and academic
Indirect preparation for preparedness skills are
transition such as decision- planned into their learning
making skills, problem experiences and IEPs where
solving and advocacy is relevant. Schools review
planned into all students decisions and preparation
learning at appropriate levels with the student and their
for their age and their family and remain flexible if
individual needs. a student wants to change
their decision.

How to For all students, schools Schools and support teams Schools enable transition
support provide a progress report for develop and implement plans, which include sharing
transition the new school. For students transition plans for students, of learning supports and
between who require learning which include sharing consultations, as well as an
classes and supports, a summary of the learning supports and a orientation visit to the new
schools? support needed is prepared consultation between current school and classroom.
by the current teacher or and new teachers.
support team and shared
with the new teacher or
school.
36
Inclusive Practice
Inclusive practice is about what is taught and learnt and how it is taught and learnt, so that it reflects
inclusive values and policies. Learning activities should be responsive to the diversity of students within a
school, and should ensure that no students are excluded from the opportunity to learn.
3.1 Schools appoint the most appropriately qualified person to the relevant position and provide
sufficient professional development to ensure all teachers are able to respond to diversity
through high quality inclusive education.
3.2 Schools ensure external support for students is coordinated in the least disruptive manner to
enable each student to receive the appropriate support.
3.3 Schools create the most accessible environment for every child including access to the
school from home, the school infrastructure and the classroom environment, as well as
considering the diverse safety and evacuation needs of all students.
3.4 Leadership ensures teachers are provided with sufficient time, resources and support to plan
and implement lessons and programs for the highest quality of inclusive education for all
students.
3.5 Leadership coordinates relationships and support from and within the school’s community
and families to create an inclusive community.
3.6 School leadership ensures child protection practices are planned for the safety and
wellbeing of every student with an understanding of the additional needs of vulnerable groups of
students.
3.7 Students requiring additional support have Individual Education Plans that document the
support needed, how the support will be provided and how the support will be monitored and
reviewed.
3.8 Curriculum and assessment are designed and implemented to improve the learning of all
students and accommodations and modifications are made to remove barriers to student learning.
3.9 Teaching and learning, including content, pedagogy and resources, is planned and
implemented to meet the diverse and individual learning needs of every student in all subjects at
all levels.
3.10 Assistive technology is planned for and used appropriately to remove barriers to learning.
3.11 Classes containing students with diverse needs have adequately and appropriately trained
Teacher Assistants to support full inclusion and learning of all students.
3.12 Extra curricular activities are planned for inclusion so that every student may participate
and benefit from them.

3.1 Teacher Professional Development
Schools appoint the most appropriately qualified person to the relevant

position and provide sufficient professional development to ensure all
teachers are able to respond to diversity through high quality inclusive
education.

Who is the Schools with SEN programs Schools support SENCo to Schools seek to have their
SENCo? appoint the most appropriate receive training and SENCo qualified or certified
teacher as SENCo based on professional development in Inclusive Education or a
background, training and whenever there is an relevant field.
experience in Inclusive appropriate opportunity, and
Education, and who is informs the MoE of new
passionate and enthusiastic appointments and training
about the program. requirements of the SENCo
Schools inform the MoE of and other staff at the school.
changes to this appointment.
What level of All teachers have SBIP on SENCo and SEN teachers Schools support key teachers
professional the “Standards of Inclusive develop specific professional to get further professional
development Education”, including how development programs to development and
do teachers the school plans to use the train teachers to support qualifications in Inclusive
have in standards. students with learning Education through in-service
schools with All teachers are oriented on difficulties and specific programs and external
SEN the SEN program and are special needs present in the training opportunities.
programs? aware of the processes for school. SENCo and SEN team are
arranging support for allocated time to provide
students in their class. professional development to
individual teachers
responding to specific needs,
and regular, on going, whole
school professional
development on Inclusive
Education.
What training All teachers receive Schools appoint one teacher All teachers have received
do teachers in orientation on Inclusive to coordinate special and professional development on
general Education. inclusive education Inclusive Education and are
schools have programs in the school. able to support students with
on inclusive Schools arrange specific diverse needs.
education? training in Inclusive
Education for that teacher.
38
3.2 External Supports
Schools ensure external support for students is coordinated in the least

disruptive manner to enable each student to receive the appropriate support.

How are non- Volunteers (including The use of volunteers is Volunteers are requested by
teaching parents/guardians and other timetabled and planned for the school, in consultation
volunteers volunteers) are used in roles to ensure they do not disrupt with the staff they will be
used? that are supportive of the inclusive education of working directly with. They
inclusive education. the students. They are work towards identified
Their support is based on monitored by leadership or goals, and are monitored
needs identified by the an appointed staff member. and evaluated on these
school. They are not goals. Volunteers receive
responsible for the the appropriate training
education of students. All and/or orientation in order
volunteers receive to provide the best support.
appropriate orientation to
the school.
How are Health related specialists Schools initiate the use of Health related specialists are
health related (e.g. Physiotherapists, health related specialists coordinated by the school
specialists occupational therapists and during school time with the support team and the
used in school speech therapists) within the informed consent of parent/guardian to ensure
programs? school are planned and parents/guardians. School maximum participation of
timetabled to ensure based support teams plan the student in learning and
students are not being and facilitate the use of other school activities. The
excluded from learning health related specialists, school advocates for the
experiences. ensuring students are not importance of the full
Parents/guardians give excluded from learning inclusion of the student,
informed consent. experiences. while respecting the
importance of accessing
specialist services.
How are Civil SEN teams or leadership Schools initiate annual Schools have on-going
Society ensure they are up to date meetings with CSOs and relationships with CSOs and
Organisations with services the CSOs and private organisations to private organisations –
(CSOs) used private organisations discuss opportunities for the schools, CSOs and private
in school provide. CSOs are contacted upcoming year and make sectors are all able to
programs? by the school when the plans. suggest ideas and make
school identifies specific requests for supports.
support needs. Decisions are made in
collaboration with
parents/guardians.

3.3 Accessible Environment
Schools create the most accessible environment for every child including
access to the school from home, the school infrastructure and the classroom
environment, as well as considering the diverse safety and evacuation needs
of all students.

How to ensure School leadership assists in School leadership identifies School leadership works
home to school the development of challenges in home to with the community, local
accessibility? accessibility of home to school travel for students, leaders and others, to
school travel (including and develops systems to develop the accessibility of
movement from boarding overcome barriers. home to school travel for all
facilities to classrooms) for students. They work
students who seek support. together to identify barriers
Schools initiate contact with and find ways to overcome
the MoE to request support. them. This includes seeking
children who are not in
school because of
accessibility issues.
How inclusive Leadership shares clear Leadership and teachers Leadership and teachers
are the expectations for inclusive work together to develop work together with students
classrooms? classrooms and enables inclusive classrooms where to ensure classrooms are the
teachers to make sure all all students’ needs are met. best learning environments
students have their needs for all students, taking
met. individual students’ needs
into account.
How accessible School ensures all measures School ensures all students School infrastructure and
is the are taken to enable every are able to access their facilities are accessible,
infrastructure? student in their school has classroom, other necessary including new buildings and
access to their classroom learning spaces including retrofitting of existing
and a toilet and wash sports facilities, a toilet and structures.
facilities, and boarding wash facilities and assembly Schools are aware of the
facilities if relevant. space as well as boarding needs of future students and
Schools use interim facilities if relevant. They make necessary
measures permanent develop plans to build arrangements.
solutions are put in place. further accessibility.
Safety and (Mandatory) School Disaster Plans include individual plans for students who require
evacuation special arrangements. Plans are documented and shared with all staff, and at least two
staff identified as responsible for that student in the case of an emergency. If the school
has a SENCo, they are part of the Disaster Team.
40
3.4 Supported Teachers
Leadership ensures teachers are provided with sufficient time resources and
support to plan and implement lessons and programs for the highest quality of
inclusive education for all students.

Timetable Timetables are developed to Timetabling of all classes is Monitoring of effectiveness
development best support the learning of coordinated across the of timetables and flexibility
all students. Additional school to enable effective enables teachers to adjust
support services required for support. Timetables are timetables with changing
students are included in followed to ensure needs of their students and
timetables. consistency of support support services.
services.
How is Teachers’ planning time is Time is allocated for Planning time for/with
planning time valued, and additional teachers to meet with support service providers is
allocated? planning time is allocated to Teaching Assistants, the timetabled and followed to
cater to students who require SEN team and SENCo and ensure consistency and
additional support. other teachers to plan for quality of support.
supports.
How are Whole school meetings are Whole school meetings are All staff participate actively
whole school planned with purpose. planned with shared agenda in whole school meetings,
meetings and opportunity for staff including in planning and
used? participation. suggesting the purpose of
meetings.
Inclusive Review meetings with staff Review meetings with staff Review meetings are one
review and leadership are regular and leadership focus on part of the review process.
meetings? and planned. student learning and are Leadership is welcomed into
designed to determine how classes and is aware of what
leadership can best support staff are doing, and what
and work with staff to foster supports staff need. Follow
student learning. up actions are planned and
implemented.

SENCo and In schools with SEN The SENCo provides The SENCo does not have
SEN team programs leadership ensures support in classes across the their own class/subject but is
workload that the SENCo and SEN school. SEN team members timetabled to provide
team are allocated are able to prioritise support in classes across the
appropriate time for their providing support across the school, including support
varied responsibilities. school and have minimal classes. A number of SEN
SENCo and SEN team have other commitments. team members are also fully
reduced teaching periods so committed to providing
they can prioritise the SEN support, depending on the
program. This includes number of students requiring
specific time allocated for additional support.
IEP processes.
SENCo and SEN team is able to meet on SEN team meets weekly and The SENCo is enabled to
SEN team a weekly basis. The SENCo is enabled to meet further meet with teachers,
meetings is given additional time to when necessary. Meetings parents/guardians and
meet individually with with staff, parents/guardians students whenever
different teachers, and students are timetabled necessary, and meeting and
parents/guardians and and planned with flexibility. planning time is valued. The
students as necessary. SENCo is given time to meet
with teacher assistants and
other support services.
Follow up actions are
planned and implemented.
42
3.5 School Community
Leadership coordinates relationships and support from and within the school’s
community and families to create an inclusive community.

Community Schools inform the community Schools meet with Schools and the community
involvement about their aims to be community to discuss work together to become
in planning inclusive. inclusion within the school more inclusive.
and the community,
including sharing the
“Standards for Inclusive
Education”.
Sharing of Information including vision, Regular scheduled meetings Leadership has

information mission, planning and the occur to share information communication systems to
about school function of the school is made with families and the ensure information reaches
available in the community. community. relevant family or
community members.
Engaging School leadership coordinates School leadership builds School leadership involves
community with the community when and maintains ties with the community in planning
support there is a need for support. members of the community so the community is able to
who are able to mobilise offer support in the
support when it is needed. development and execution
of plans within the school.
Parenting School leadership coordinates School leadership offers School leadership actively
education for parenting education (rights of parenting education to the seeks to involve all families
inclusion the child, benefits of education, wider community with open within the community in
supporting children’s learning invitations, through parenting education
in the home etc.) for members community communication opportunities and
of the school community. channels. coordinates with other
schools and ECCD centres
in the community.

Communicat- Schools ensure School leadership develops School has well developed
ing with parents/guardians are informed regular communication with communication systems
parents whenever an issue or concern families, and teachers are with the parents/guardians
arises about a student, and that supported with the time to of every student, at an
the communication is in a maintain these systems (for individual level. Leadership
positive format, welcoming example regular reporting enables parents/guardians
discussion. systems, parent teacher and class teachers to form
meetings). Communication and maintain relationships.
is about positive aspects of
the student’s school
experience, not just when
there are issues or concerns.
Community Schools inform the families Families and community are Families and community are
involvement and community about the enabled to participate in and involved in planning and
in inclusive school’s inclusive programs support inclusive programs. implementing inclusive
education and the role that they can play programs within the school
programs in supporting the programs. and the community.
44
3.6 Child Protection
School leadership ensures child protection practices are planned for the
safety and wellbeing of every student with an understanding of the additional
needs of vulnerable groups of students.
Mandatory Standards
Promoting child Schools develop strategies to deliver appropriate education about:
participation
and • The Convention on the Rights of The Child, Convention of all forms of
empowerment discrimination against women and the SAARC Convention on the promotion of
child welfare in South Asia
• Standards of behaviour for students attending the school
• Healthy and respectful relationships
• Resilience
• Child abuse awareness and prevention
Adult Schools develop strategies to deliver appropriate education to all staff, parents and the
awareness on community about:
responsibilities
• The Convention on the Rights of The Child, Convention of all forms of
discrimination against women and the SAARC Convention on the promotion of
child welfare in South Asia, and the Child Care and Protection Act of Bhutan 2011
• The responsibility of adults to protect all children
• The risk factors associated with abuse, in particular for children with disabilities
• Systems for responding to and reporting abuse
• Responding to the diversity of all children

Risk reduction – Hiring staff and involving other adults
staffing and • Screening of all adults coming into contact with children (staff, parents,
capacity volunteers, caregivers, external supports)
building • All adults coming into contact with students to sign a code of conduct that they
understand
• Systems developed for monitoring compliance to code of conduct
Capacity building
• Schools will have at least one male and one female adult in a protection role, and
ensure they receive adequate training
• Adults in protection roles will provide training to all adults in the school on how to
detect abuse and what systems to follow
• Adults in protection roles will provide training to all staff on appropriate behaviour
for interacting with all students, with a particular focus on children with
disabilities and other marginalised children
• Adults in protection roles will provide training to all staff on the child protection
policy
• Caregivers, matrons and wardens in boarding facilities receive appropriate training
on caring for students with disabilities and ensuring protection, on recognizing and
dealing with bullying, and on necessary communication skills for the students in
their care (sign language, visual communication systems etc), as well as
appropriate behaviour management strategies.
School and Schools develop a statement of Child Protection practices for risk reduction in line with
classroom the Child Care and Protection Act of Bhutan 2011 and rules and regulations, but paying
practice particular attention to the additional needs of children with disabilities and other
marginalised children, who are at higher risk of abuse.
Child protection practices in schools are monitored by a designated team including a
member of leadership and teaching staff, and the SENCo or SEN team member where
available.
Recognising Recognising abuse

abuse • All teachers trained on recognising signs of abuse and neglect, with particular
focus on children with disabilities and those who are otherwise marginalised,
taking into account the diversity of all students
• Special attention will be paid to recognising abuse in students who are not able to
communicate
Responding to Responding to and referring cases of child abuse and neglect

abuse • Schools use the National Commission for Women and Children (NCWC) standard
operating procedures on case leadership and referral
• Schools are aware of their nearest Women and Children’s Desk at a police station
• Schools are responsive to diversity in this process
• Schools develop appropriate on going support and counselling services to students
• These process are to be reflected in school policy on Child Protection
46
3.7 Individual Education Plans
Students requiring additional support have Individual Education Plans that

document the support needed, how the support will be provided and how the
support will be monitored and reviewed.

Who gets an Students who are identified All students who are All students receiving
IEP? as two years behind their working towards learning support from the SEN
peers, who receive goals that are different from program should have an IEP,
specialised instruction, are their peers, or students who which focuses on the areas
given IEPs. All students receive specialised they need the support. This
requiring classroom based instruction from their teacher includes students who
accommodations have an or the SEN team have IEPs. require support in
accommodation plan. Accommodation plans are social/emotional or
only used for students who behavioural goals as well as
require accommodations academic goals.
within the classroom but are A student may need an IEP
working towards the same for a determined amount of
learning goals as their peers. time and may stop using an
IEP on review.
Who creates IEPs are created by the The creation of IEPs is IEPs are created in
the IEP? SENCo and the assistant coordinated by the SENCo, consultation meeting
SENCo in consultation with with the parents/guardians, facilitated by the SENCo or
the class teacher, teachers, SEN team and the a designated IEP facilitator,
parents/guardians and the student where appropriate. involving the student’s
student where appropriate. parents/guardians, all
teachers who teach the
student, the TA and other
professionals where relevant,
the SEN representative in
the leadership team and the
student where appropriate.
How are IEP’s Teachers and SENCo meet SENCo monitors the Teachers, parents/guardians
implemented? monthly to plan for the implementation of supports and TAs are responsible for
implementation of IEP goals identified in the IEPs and the planning and implementing
and supports. movement towards IEP activities into their routines
goals, while planning is done to support the student to
by the teacher with support meet the goals. Plans are
from the SEN Team when shared with the IEP focal
requested. person.

How are IEP’s Teachers review progress on Teachers, TAs and Teachers, parents/guardians
reviewed? relevant goals monthly and parents/guardians review and TAs conduct regular
plan accordingly. goals monthly and report to formative assessment on the
Half yearly, the IEP team the IEP focal person who goals relevant to their area
reviews the IEP for determines whether follow- and adjust plans accordingly.
determining which goals and up meetings are necessary, The IEP focal person
supports need reviewing, in addition to half yearly monitors the progress of the
developing or removal. reviews. goals through planned
individual meetings with
teachers, parents/guardians
and TAs.
The IEP team meets at
planned times to review
progress of the IEP goals
overall and determine the
need to develop or change
goals or to fade support.
48
3.8 Curriculum and Assessment
Curriculum and assessment are designed and implemented to improve the

learning of all students and accommodations and modifications are made to
remove barriers to student learning.

Who gets a Curriculum modification Curriculum modification is When curriculum
modified only happens in pull out seen as a last resort, and modification occurs, it is
curriculum and classes, for particular where possible, teachers planned into every lesson
who makes subjects where the student use approved modified and every assessment for
decisions? requires pull out support. curriculum that meets their that student, and reflected
The SENCo and SEN students needs. The SENCo in the IEP. Teachers are
teachers are responsible for and SEN team are responsible for reporting on
modifying the curriculum responsible for ensuring progress to the SENCo or
for those classes and that modified curriculum is SEN team, and for ensuring
reporting on student the most appropriate that the student is
progress towards goals. strategy for the student and progressing through their
that assessment is learning goals.
effectively modified to
match the curriculum.
Use of formative Formative assessment is Formative assessment is the Formative assessment is

assessment to planned into learning on a main type of assessment. planned and recorded
ensure learning regular basis and is used to Results are used to plan through IEPs and other
determine the next learning lessons, differentiate methods and is used to
activities. lessons and inform monitor student learning
decisions about supports and progress.
required for individual
students.
Who makes Decisions are made by Accommodations are Decisions are recorded in
decisions about SENCo and subject justified with plans for how student’s IEP where
accommodations teachers. the accommodation will relevant, which has been
? Accommodations are remove barriers to the discussed and decided by
recorded in IEPs where student’s learning. the SEN team and the
relevant. Parents/guardians are parent/guardian. IEP teams
Where a school does not informed. are trained in making
have IEPs and a SENCo, decisions about who will
the subject teacher is get accommodations and
responsible for making what type they need, and
accommodation decisions are able to explain options
and recording them, and to parents/guardians and
coordinating with school student where appropriate.
leadership.

How are Accommodations offered at Accommodations offered at When students are offered
accommodations school level are in line with school level are planned to accommodations, they are
managed and those offered at national prepare the student for taught necessary skills for
planned for? level. accommodations offered at how to apply the
national level. This can accommodations, before the
involve only using ones exam period, and are able
available at national level, to practice using
or fading accommodations accommodations before the
over a planned time. exam.
How are modified Assessment modification Alternative assessments are Assessment modification or
or alternative happens in line with provided for students who the use of alternative
assessments national guidelines. have alternative learning assessment is planned
used? goals identified in their IEP. during IEP development
with the purpose of
supporting the achievement
of learning goals.
50
3.9 Teaching and Learning
Teaching and learning including content, pedagogy and resources, is planned

and implemented to meet the diverse and individual learning needs of every
student in all subjects at all levels.

How will Students with IEPs have Lesson plans consider All learning activities are
individual their learning needs and different learning styles and designed to ensure all
needs of supports planned for in multiple intelligences in students can access,
students be relevant teachers’ lesson general. participate in and represent
planned for? plans. Plans for students on IEPs their learning. Lesson plans
are shared with, and consider different learning
monitored by, the IEP focal styles and multiple
person. intelligences as well as
students’ strengths and
interests.
For students on IEPs,
specific requirements from
IEPs are planned explicitly
into every lesson. Lesson
plans and long term plans for
students with IEPs are
shared with IEP focal person
for review and support.
How will Teachers have clear lesson Teachers plan lessons to Lessons and units are
objectives be objectives and share them ensure students are prepared planned and designed around
planned for? with students. for assessment based on students’ learning goals, also
They also have clear learning goals, including considering students with
learning objectives for students with IEP goals. alternative learning goals.
students on IEPs based on Students are aware of what Activities are designed to
their goals where relevant. they will be assessed on. help students achieve these
goals, and both formative
and summative assessments
focus on the goals.
What teaching Teachers implement a Teachers monitor how their Student centred learning
strategies and variety of teaching strategies students learn and plan principles guide learning
techniques do and techniques to engage lessons around this activities across the school.
teachers use? students and reduce the information, using a variety Rote learning is only used
amount of rote learning. of teaching methodologies in when justified as best
each class to engage all practice for specific goals.
students. Teachers have regular
support and professional
development focusing on
developing their teaching
styles to keep all students
engaged.
How are Students with physical, The use of adapted teaching Materials are changed or
teaching and sensory, intellectual, social and learning materials is adapted as necessary to
learning or language barriers have recorded in IEPs where overcome barriers to
materials their teaching and learning relevant. The use and quality learning. These changes and
supporting an materials changed or adapted is reviewed and monitored adaptations are planned,
inclusive as necessary to overcome by the SEN team or recorded and reviewed with
education? barriers to learning. leadership if there is no SEN the SEN team or leadership
Teachers are responsible for program. School leadership to ensure they are the most
these adaptations for the coordinates with MoE to appropriate options.
teaching and learning in ensure appropriate materials Supports are provided to
their lessons where possible, are sought from national ensure access to learning.
or coordinate with school level. Additional planning time
leadership. and budget are allocated to
teachers and SEN team to
ensure this happens to the
highest quality.
What level of Teachers are trained on how Teachers are trained on the Teachers and students are
cooperative to use structures in the full cooperative learning trained and educated on the
learning do classroom, and have an program with focus on how cooperative learning
teachers understanding of the to ensure inclusion of all program and why
employ? principles of structured students who receive cooperation is beneficial to
cooperative learning. additional learning supports. every student’s learning.
When and Teachers use cooperative Teachers use cooperative Classes and schools are
where is learning structures in most learning structures, team arranged as cooperative
cooperative lessons and classes are building activities, day learning environments with
learning used? arranged for cooperative openers and reflections in all teachers embracing
learning. most classes. transformative pedagogy.
Cooperative learning is
enabled through appropriate
and sufficient resources.
52
3.10 Assistive Technology
Assistive technology is planned for and used appropriately to remove barriers

to learning.

Who gets Schools understand that Schools collect information The SENCo and SEN team
assistive every student has a right to on students’ barriers and are trained to assess the need
technology the assistive technology that develop plans to overcome for assistive technology and
and how do will help them to overcome those barriers. SENCo and have an understanding of
they get it? barriers to their learning. SEN team have some what is available, and what
Teachers and the SEN team training on assistive will best suit their students.
research assistive technology technology and are able to Decisions will be made with
options that they can create support parents/guardians parent’s/guardian’s
within the school and with information on how to involvement. The SEN team
community, focusing on get the most appropriate has processes in place for
overcoming barriers that medical assistive technology coordinating with health
they observe. from allied health services. services for medical related
Schools have information assistive technology and
about local medical services advocates for the student to
and can share with receive what is necessary for
parents/guardians who them to access their learning.
require medical assistive
technology.
Who is The SENCo and assistant The SENCo trains individual Teachers and SEN team are
responsible for SENCo are responsible for teachers on assistive trained on how to plan and
assistive coordinating any assistive technology being used in incorporate assistive
technology? technology in required the their classroom and on how technology into lessons.
school, including its supply, to accommodate it. Adaptations are made to the
storage, use and repairs. Parents/guardians also learning environment to
The SENCo creates receive training on assistive accommodate the assistive
implementation plans for technology where relevant. technology. The student,
teachers for using assistive parents/guardians and SEN
technology. team have plans for who
holds responsibility of the
assistive technology
including its use outside of
school and its storage and
care.

3.11 Teacher Assistants
Classes containing students with diverse needs have adequately and

appropriately trained Teacher Assistants to support full inclusion and
learning of all students.

Where are Schools with SEN programs Every class that has students Schools maintain a
teacher have at least one or two who are on IEPs or require minimum teacher assistant
assistants teacher assistants to be additional support has a TA. ratio of 1:4 students on IEPs
engaged? engaged across the school as in a class.
needed.
What training TAs receive orientation and TA’s receive pre-service TAs are trained in a pre-
and school based training by the training, orientation and on service course, receive a
preparation do SENCo about the needs going school based training. comprehensive orientation to
they require? within the school. the school and are included
in all relevant PD sessions
with teachers.
What day to Teachers meet weekly with Teachers and TAs meet Planning and feedback
day TAs to go over plans for the daily (short meetings, sessions are timetabled. TAs
preparation do week and review the around 15 minutes) to are involved in any IEP
they require? previous week. prepare for the day and share development for students in
feedback. their class.
How are The SENCo creates role and Leadership allocates TAs have performance
teacher responsibilities. The SENCo planning and review time for standards, with recognition
assistants manages and monitors TAs. SENCo and TAs. of performance, leadership
managed? allocates regular reviews
with SENCo, class teacher
and leadership.
How will TAs assist and support the The TA’s role is to support The TA’s role is to support
teacher teacher. They are not to the teacher in the classroom. the teacher, and to support
assistants be teach and are not to be They help teachers with non- specific needs of individual
engaged? attached full time to an teaching responsibilities so students as defined within
individual student. the teacher is enabled more their IEPs. TAs have a
A teacher may use a TA to time to focus on academic defined role that supports all
support student learning inclusion for all students. students in non-academic
however the teacher is areas to ensure inclusion.
always responsible for
planning, monitoring and
assessment of learning.
54
3.12 Extra Curricular Activities
Extra curricular activities are planned for inclusion so that every student
may participate and benefit from them.

How are all All students are welcome to When students choose to Schools build teachers’
students participate in all extra participate in an activity, capacity to support students’
accommodated curricular activities, and teachers make necessary diverse needs within extra
in extra students are able to make accommodations and curricular activities.
curricular choices about their adaptations to programs, Accommodations and
activities? participation. equipment and environments adaptations are made to
to enable that student’s programs, equipment and
participation. environments during
planning stage for the
activities. Enough time and
human resources are
allocated to the activity to
ensure it is inclusive for all
students.
How do Schools with SEN programs Specially designed extra Existing extra curricular
schools use offer specially designed curricular activities for programs in schools are
extra extra curricular activities students who receive support adapted to enable students
curricular focusing on specific needs of from SEN programs are receiving support from SEN
activities to students receiving support, made available to all programs to develop their
support and these students are given students to participate. skills within an inclusive
additional the option to join that activity.
learning activity, in consultation with
needs? their parents/guardians when
appropriate.

56
Glossary
Accommodation – a change in the instruction, learning materials, or learning experience designed to
remove a barrier to learning
Additional Support – all support inclusive of learning support
Assistive technology - an umbrella term that includes assistive, adaptive, and rehabilitative devices for
people with disabilities and also includes the process used in selecting, locating, and using them.
Child – a person under 18 years old
Differentiated Instruction – providing multiple forms of instruction, learning materials or learning
experiences to cater to the differing needs of students in a classroom
DEO/TEO – Dzongkhag Education Officer/Thromde Education Officer
IEP – Individual Education Plans
Leadership – Principals, Vice Principals
Learning goals – outcomes based on curriculum or IEPs
Learning support –supports provided to students within school to help them overcome barriers to learning
Parents/guardians – the adult who is responsible for the student. For the most part this will be the parent,
including adoptive parents, but may be a designated guardian or caregiver. The school will be aware of who
this person is for each student.
Pull out class – Students removed from the general classroom for specialised instruction in a small group
setting
Push in Support – an additional teacher enters the general classroom to provide additional support to
students with additional needs or to teachers in classes with students with additional needs
School support team – Teachers, SEN team, Teacher Assistants
SENCo – SEN program coordinator
SEN team – SENCo, Assistant SENCo, teacher representatives from upper and lower classes, representative
of leadership, any additional SEN Teachers
SEPTA – Special Education Parent Teacher Association
Specialised Instruction – individually designed instruction, learning materials or learning experiences to
remove barriers and support learning
Student – a person who is enrolled in the school
Support services – this includes services provided by school based support teams such as SEN teams, as
well as supports from external services like health services.

Acknowledgements
This document was made possible through MoE initiative and UNICEF funding. The overall development
of the “Standards for Inclusive Education” was facilitated by the ECCD & SEN Division with technical
expertise and guidance through the Australian Volunteer for International Development (AVID) Program.
UNICEF provided technical support during the development of this document including participation in
workshops and extensive review processes. Bhutan Foundation and Perkins International provided feedback
on initial drafts. The National Commission for Women and Children (NCWC) was consulted on standards
regarding Child Protection.
All participants from the initial consultation workshop were invited to provide feedback on the “Standards
for Inclusive Education”. Additionally, all schools with SEN Programs have reviewed the standards and
provided structured feedback to ensure that the tool will be applicable in school and classroom
environments. Their feedback is imperative to ensuring a quality functional tool.
Finally, the “Standards for Inclusive Education” was piloted in five schools and feedback from the pilot
program was used to complete a final review of the document, ensuring it is useful and relevant in the
school context.
Initial Consultation Workshop:

A two-day workshop in Paro in July 2016, engaged support from teachers, vice principals and principals
from schools with SEN programs, as well as representatives from Royal Education Council, Paro College of
Education, Bhutan Foundation and UNICEF Bhutan. Thanks to the following participants:

Name Designation Organisation
Mr. Karma Norbu Program Officer SEN, DSE, MoE
Ms. Charlie Cristi Inclusive Education Advisor AVID, MoE
Ms. Tshering Lhamo Dy. Chief Program Officer SEN, DSE, MoE
Mr. Pema Norbu Program Officer SEN, DSE, MoE
Ms. Ameena Mohamed Didi Education Specialist UNICEF
Mr. Bishnu Bhakta Mishna Education Officer UNICEF
Ms. Dechen Zangmo Monitoring and Evaluation Officer UNICEF
Mr. Dawa Dukpa Lecturer Paro College of Education, RUB
Mr. Karchung Principal Curriculum Officer REC
Mr. Dorji Tshewang Head, ECCD and SEN unit REC
Ms. Sonam Yangden Tobgyel Program Officer Bhutan Foundation
Mr. Karma Gayleg Program Officer ECCD, DSE, MoE
Mr. Dechen Tshering Principal Drukgyel Central School, Wangsel Institute
Mr. Ugyen Wangdi Deaf Junior Instructor Drukgyel Central School, Wangsel Institute
Ms. Chimi Zangmo SENCo Drukgyel Central School, Wangsel Institute
Ms. Sushila Gurung Teacher (Sign Language Interpreter) Drukgyel Central School, Wangsel Institute
Ms. Dechen Teacher (Sign Language Interpreter) Drukgyel Central School, Wangsel Institute
Mr. Khandu Principal Drukgyel Central School, Lower Campus
Ms. Pema Wangmo Vice Principal Drukgyel Central School, Lower Campus
Ms. Kashi Maya Rai SENCo Drukgyel Central School, Lower Campus
Ms. Leki Bumpha Teacher Drukgyel Central School, Lower Campus
Ms. Sonam Choki Teacher Drukgyel Central School, Higher Campus
Mr. Tshewang Rinzin Vice Principal Changangkha MSS
Ms. Chimi Lhamo SENCo Changangkha MSS
Ms. Pema Choden Teacher Changangkha MSS
Ms. Chhimi Lhadon Teacher Changangkha MSS
Mr. Sangay Drukpa Principal Tendruk Central School
Mr. Pema Rinchen Principal Kamji Central School
Mr. Pema Tshewang Vice Principal Zhemgang Central School

58
Writers Workshop:
A five-day consultative and writing workshop in July 2016 engaged support from external stakeholders
including representatives of MoE, Bhutan Council for School Examination and Assessment, Royal
Education Council and Paro College of Education, as well as Draktsho Vocational Center, Ability Bhutan
Society and Disabled Peoples Association Bhutan, and UNICEF. Thanks to the following participants:

Mr. Sherab Phuntshok Chief Program Officer ECCD & SEN, DSE, MoE
Mr. Bishnu Bhakta Mishna Education Officer UNICEF
Ms. Dechen Zangmo Monitoring and Evaluation Officer UNICEF
Mr. Tshewang Jamtsho Planning Officer PPD, DSE, MoE
Mr. Dawa Dukpa Lecturer Paro College of Education, RUB
Mr. Shriman Gurung Science Subject Coordinator BCSEA
Mr. Thinley Dorji Education Monitoring Officer EMD, DSE, MoE
Ms. Tshering Choden Senior Engineer SPBD, MoE
Mr. Karchung Principal Curriculum Officer REC
Ms. Kinga Wangmo Program Officer Ability Bhutan Society
Mr. Dorji Phuntsho IT Assistant Disabled Persons’s Association of
Bhutan
Mr. Gaden Chophel Program Officer Draktsho Vocational Training Center
Pilot Program:
The ECCD & SEN Division conduced a pilot program in five schools with SEN Programs in 2017 as a
means of reviewing the effectiveness and applicability of the tool. The program consisted of a whole school
orientation to the standards and a reflection from the teachers and leadership, as well as a two-day intensive
review to incorporate suggestions and findings from the pilot orientation. Thanks to the following schools
and facilitators/review participants:
Schools involved in the pilot program:

• Changangkha Middle Secondary School
• Wangsel Institute, Drugyel Central School
• Drukgyel Central School (Higher and Lower Campus)
• Yangchen Gatshel Lower Secondary School
• Kamji Central School

Mr. Sherab Phuntshok Chief Program Officer ECCD & SEN, DSE, MoE
Mr Pema Chhogyel Dy. Chief Program Officer SEN, DSE, MoE

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The “Standards for Inclusive Education” is a tool to support schools in Bhutan
towards becoming more inclusive for all children. The standards aim to provide
guidance to schools for reflection, planning and actions towards inclusion.

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STANDARDS FOR INCLUSIVE EDUCATION

ECCD & SEN Division

Telephone: +975-2-331981, +975-2-325325

Copyright © 2017 ECCD & SEN Division, DSE, Ministry of Education

First Edition: 2017

Standards for Inclusive Education in Bhutan 3

Inclusive Education in Bhutan

The Bhutan Education Blueprint 2014-2024 – Rethinking Education states:

Shift One: Ensure access and equity to education:

Standards for Inclusive Education in Bhutan 5

The “Standards for Inclusive Education” is a tool to support schools in Bhutan

This tool will initially be used by schools with Special Educational

Who this document is for

Standards for Inclusive Education in Bhutan 7

Minimum Standards Developing Excellence

Reflection: Schools work through a structured reflection process

Planning: Using the information gained in the reflection

Standards for Inclusive Education in Bhutan 9

Standards for Inclusive Education in Bhutan 11

Standards for Inclusive Education in Bhutan 13

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 15

Minimum Standards Developing Excellence

Schools understand the importance of gender equality and strive to create a

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 17

Minimum Standards Developing Excellence

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 19

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 21

Minimum Standards Developing Excellence

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 23

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 25

Minimum Standards Developing Excellence

Who is Everyone is aware of All stakeholders are Decisions are made in a

Standards for Inclusive Education in Bhutan 27

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 29

Minimum Standards Developing Excellence

Minimise Schools aim to reduce or The decision to exclude a Disciplinary exclusion is

Standards for Inclusive Education in Bhutan 31

Minimum Standards Developing Excellence

How is Leadership coordinates Substitute teacher Learning supports are clearly

Standards for Inclusive Education in Bhutan 33

Minimum Standards Developing Excellence

Minimum Standards Developing Excellence

How is a Direct preparation for Schools determine which Schools and

Standards for Inclusive Education in Bhutan 35

Standards for Inclusive Education in Bhutan 37

Schools appoint the most appropriately qualified person to the relevant

Minimum Standards Developing Excellence

Schools ensure external support for students is coordinated in the least

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 39

Minimum Standards Developing Excellence

Minimum Standards Developing Excellence

Standards for Inclusive Education in Bhutan 41

3.5 School Community

Minimum Standards Developing Excellence

Sharing of Information including vision, Regular scheduled meetings Leadership has