Exploring teachers' knowledge, perceptions and practices for supporting students with autism in inclusive schools in Bhutan
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Dawa Dukpa Thesis
(PDF 19MB)
Available under License Creative Commons Attribution Non-commercial No Derivatives 4.0. |
Description
This study adopted an exploratory mixed method approach to explore Bhutanese teachers’ knowledge and perceptions of autism, their views about inclusion and use of inclusive classroom practices for autistic students. The analysis of survey and interview data brought to light discrepancies between teachers’ knowledge and practice in inclusive schools but indicated that teachers had adequate knowledge about the characteristics and etiology of autism and inclusive strategies. Classroom observations revealed that teachers’ implementation of inclusive practices in schools was limited. Teachers’ views about the inclusion of autistic students were clearly influenced by the educational, social, cultural, and religious context of Bhutan.
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| ID Code: | 228608 |
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| Item Type: | QUT Thesis (PhD by Publication) |
| Supervisor: | Carrington, Suzanne & Mavropoulou, Sofia |
| Keywords: | Inclusive Education, Autism, Neurodiversity, Inclusive schools, Social constructionism, Cultural model of disability, Gross National Happiness, Mixed methods |
| DOI: | 10.5204/thesis.eprints.228608 |
| Divisions: | Current > QUT Faculties and Divisions > Faculty of Creative Industries, Education & Social Justice Current > Schools > School of Early Childhood & Inclusive Education |
| Institution: | Queensland University of Technology |
| Deposited On: | 23 Mar 2022 00:49 |
| Last Modified: | 23 Mar 2022 00:49 |
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