Inclusive Education in Bangladesh

Ahmmed, Masud

doi:10.1007/978-94-6300-199-1_4

Cited by 5 publications

(1 citation statement)

References 29 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…According to Ahmmed's (2015) research, teachers' inability to effectively implement inclusive education is due in large part to a lack of community support, a lack of resources, a lack of teacher preparation, a lack of lesson time, and a lack of cooperation between the school and families.…”

Section: Understanding To Inclusive Educationmentioning

confidence: 99%

Understanding and Commitment to Inclusive Education of Teachers Handling Learners With Special Needs

2023

IRJMETS

View full text Add to dashboard Cite

The purpose of this study is to determine the relationship between understanding and commitment to inclusive education of teachers handling learners with special needs. The participants were 50 teachers at public elementary schools in Cateel. A mixed method approach was applied in this study. In order to collect the data, questionnaires were given to the teachers. The results obtained throughout this study reveal that teachers need to be trained about inclusive education in order for them understand well the program. It also reveals that support has great impact on its implementation.

show abstract

Section: Understanding To Inclusive Educationmentioning

confidence: 99%

Understanding and Commitment to Inclusive Education of Teachers Handling Learners With Special Needs

2023

IRJMETS

View full text Add to dashboard Cite

show abstract

Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder

Catalano

Fives

McKeating

et al. 2020

Journal of Early Childhood Teacher Education

View full text Add to dashboard Cite

Predictors of school attendance among children with cerebral palsy in Bangladesh

Al Imam,

Jahan,

Perrins

et al. 2024

Develop Med Child Neuro

View full text Add to dashboard Cite

AimTo determine school attendance and its predictors among children with cerebral palsy (CP) in Bangladesh using population‐based data.MethodThis study utilized data from the Bangladesh Cerebral Palsy Register (BCPR), a population‐based register of children with CP aged less than 18 years in Bangladesh. Sociodemographic, clinical, and educational data were documented, and descriptive statistics and multivariate regression analyses were used to identify potential predictors of school attendance.ResultsBetween January 2015 and January 2019, 2725 children with CP were registered into BCPR of which 1582 were school‐aged children (i.e. aged 6–18 years). The majority of those children had not attended school (73.9%); 50% (n = 239) children in Gross Motor Function Classification System (GMFCS) levels I to II did not attend schools. Adjusted odds ratios (OR) showed significantly higher odds of school attendance among children whose mothers had completed secondary education or higher (adjusted OR: 2.2; 95% confidence interval [CI]: 1.2–4.0) and received rehabilitation (adjusted OR: 2.1; 95% CI: 1.4–3.1). Conversely, lower odds of school attendance were observed among children aged 15 to 18 years (adjusted OR: 0.4; 95% CI: 0.2–0.8), those with bilateral CP (adjusted OR: 0.5; 95% CI: 0.3–0.8), GMFCS levels III to V (adjusted OR: 0.3; 95% CI: 0.2–0.5), Manual Ability Classification System levels III to V (adjusted OR: 0.5; 95% CI: 0.4–0.8), and speech impairment (adjusted OR: 0.3; 95% CI: 0.2–0.6).InterpretationA large number of children with CP in Bangladesh, including half of those with milder forms, do not attend schools. These findings underscore a deficiency in awareness and support, encompassing the provision of resources and trained teachers, highlighting the necessity for policy‐level changes. Sociodemographic and clinical predictors should be taken into account when devising educational programmes to enhance school attendance for children with CP in Bangladesh.

show abstract

Inclusive Education in Bangladesh

Cited by 5 publications

References 29 publications

Understanding and Commitment to Inclusive Education of Teachers Handling Learners With Special Needs

Understanding and Commitment to Inclusive Education of Teachers Handling Learners With Special Needs

Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder

Predictors of school attendance among children with cerebral palsy in Bangladesh

Contact Info

Product

Resources

About