ABSTRACT. This qualitative research explores the experiences of parents’ raising disabled children in Thimphu. Studies show that parents play a pivotal role in disabled children’s education. While there are studies looking at special education needs in Bhutan there is limited understanding of parents’ experiences of raising disabled children. Given that Bhutanese services and policies are still in their infancy, there is a lot of expectation on parents. This research based on interviews with parents and service providers, seeks to address this important issue by highlighting the varied experiences and offer evidence-based recommendations for strengthening services, support systems and inclusive education practices

ABSTRACT. Bhutanese teachers' attitudes on inclusive PE are examined in this quantitative, cross-sectional study. The 2019 National Policy for Persons with Disabilities (NPPD) calls for inclusive education; however, HPE implementation is insufficient. Successful inclusive programmes depend on teachers' attitudes, preparation, and self-efficacy. The study will survey Bhutanese SEN teachers using a self-developed HPE Teacher Perception Survey. This survey will assess teachers' inclusion readiness, professional development, and institutional support. The data will quantify attitudes, identify inclusion barriers, and inform teacher training and assistance. The study aims to improve Bhutanese inclusive HPE for children with physical disabilities.

ABSTRACT. The proposed lecture presents a new model for understanding the factors that influence collaboration between Bedouin parents and professionals in special education schools. Based on a qualitative ethnographic study involving 60 semi-structured interviews, the research explores how each group defines collaboration and the unique challenges they face. Parents struggle with existential issues, and experiencing “school culture shock while professionals operate within Western paradigms that often lead to cultural blindness. These perceptual gaps create conflicts that affect the quality of care for children with disabilities. The lecture highlights the importance of building bridges between the two worlds to improve collaboration

ABSTRACT. This interactive session invites participants to explore how evidence-based practices (EBPs) and transition predictors can be woven into meaningful strategies that support students with disabilities. Through guided discussion, we’ll examine high-leverage instructional approaches—explicit instruction, self-determination skill-building, and technology integration—and their impact on academic and post-school success. Together, we’ll unpack predictors like inclusive education, work-based learning, and family engagement. Case examples will spark dialogue on aligning transition planning with students’ strengths and goals. Participants will leave with actionable insights shaped by collaborative conversation and shared experiences, fostering equitable, future-focused pathways for all learners.

ABSTRACT. This paper examines the connection between inclusive education and post-school transition to dignified employment for youth with disabilities. Drawing on multi-method research in Bhutan (2018–2023), it highlights how educational access alone is insufficient without pathways to autonomy, participation, and economic inclusion. Findings reveal persistent gaps in employment outcomes, shaped by policy shortcomings, socio-cultural stigma, and limited transition supports. Pilot initiatives—such as Community Inclusion Coordinators and microgrants—improved participants’ confidence, visibility, and opportunities. We argue that inclusive education must adopt a forward-looking, life-course perspective that integrates transition planning, family engagement, and systemic reforms to ensure meaningful futures beyond schooling.

ABSTRACT. This action research aims to improve math performance among struggling Grade 2 students through co-teaching. Many learners in Grades 2B and 2C at Sherabgatshel Primary School face difficulties in basic math skills like number recognition, place value, and operations. A team of two special education and two mainstream teachers is implementing co-teaching models such as team teaching, station teaching and one-teach-one-assist. Data is being collected through observations, journals, document reviews, and pre- and post-tests. It expects to see improved student understanding, higher test scores, and greater confidence while also strengthening teacher collaboration and offering practical strategies for inclusive teaching.

ABSTRACT. The aim: teachers recognizing emotional and social difficulties in preschool children. During the psychomotor play, the participating children are observed as they perform specific tasks. The play includes tasks that allow you to see: eye contact, Visual tracking, attention switching, orientation to name, reciprocal social smile, disengagement of attention, understanding emotions, imitation, expressing emotions, understanding verbal communication, emotional resonance – comforting. This original play was developed taking into account red flags for ASD in young children. The play can be used in a group of children aged 3.5–4 years. Younger children need individual play with a teacher.

ABSTRACT. Inclusive classrooms need smart supports that respect teacher time and student diversity. This interactive workshop demystifies AI tools, showing how chatbots, adaptive planners, and data dashboards can be built in minutes, not months. A special education administrator and a district teacher of the year will guide participants to co-design micro-solutions for their contexts, test them live, and leave with step-by-step toolkits and open-access prompts that work in all educational settings. Emphasis on ethical use, accessibility, and cultural adaptability ensures every learner benefits, regardless of geography or resources.

ABSTRACT. The purpose of the study was to replicate the literacy-themed mathematics instruction (LTMI) study conducted by An et al. (2019) with Early Childhood/Early Childhood Special Education students. Students read math stories, wrote original math stories, completed pre and post math anxiety surveys, identified standards, and taught lessons using their stories. Artifact analysis revealed themes generally aligning with An et al.'s findings, though with potential extension to a nature-based theme. Pre and post survey analysis showed no significant improvements in math anxiety. Potential reasons for limited improvement and implications for early childhood/early childhood special education teacher preparation are discussed.