Dear Editor,
I write as a concerned educator from Samdrup Jongkhar to draw urgent attention to a crisis that affects our most vulnerable learners. Recent findings presented at the Educational Uptake Forum have revealed that nearly 70 per cent of children with disabilities—over 2,600 in number—remain out of school in Bhutan. Many of these children suffer from severe disabilities and face additional barriers that prevent them from accessing education.
The forum, attended by dedicated educators and featuring 13 research projects, highlighted the pressing issues of inclusivity and quality in our educational system. While our nation does have a national policy for people living with disabilities, there is a critical absence of targeted policies and standards for out-of-school children with disabilities. Moreover, an acute shortage of qualified professionals to support these students exacerbates the problem, leaving many without the necessary educational assistance.
The research also noted that many parents struggle to support their children’s education due to work and financial constraints. Equally concerning is the need for Early Warning Systems to identify students at risk of dropping out, allowing for timely intervention and support.
As an educator committed to inclusive learning, I urge policymakers, educational institutions, and community stakeholders to prioritize the development and implementation of specific policies for children with disabilities. Our children deserve an education that is not only accessible but also tailored to their unique needs. We must work together to create a supportive environment that fosters academic growth and social inclusion for every child.
Sincerely,
Karma Dorji, School Teacher
