To better identify and assist students with impairments and educational challenges, the Ministry of Education and Skills Development has implemented systematic routes in schools nationwide. The project will make a distinction between the two circumstances and alleviate the general public’s misunderstanding. When accepting children with impairments, schools give priority to medical diagnoses from health specialists, according to a representative from the Early Childhood Care and Development and SEN division. Teachers in schools carry out educational evaluations rather than diagnostic ones, and they look into different strategies to help kids who struggle academically. For example, teachers offer extra assistance to students who struggle with reading like their classmates in order to help them become more proficient readers.
A child is referred to SEN teachers for additional assessment and specialized help if they exhibit symptoms of problems. A clinical evaluation is the next step if no improvement is shown. Teachers offer the required support and educational aid to children who struggle with learning. The goal of the school-level evaluation is to pinpoint the challenges, not to declare the kid disabled. 48,325 people with disabilities, or 6.8% of the population, live in Bhutan, according to the most current National Health Survey data. Only those who self-reported a handicap during the survey, which was administered in 20 dzongkhags, and who were five years of age or older are included in this data. According to experts, the real figure may be greater.
