Inclusive Education in Bangladesh

Abstract

This article reports on inclusive education in Bangladesh for children with special needs. Bangladesh is not behind other developed countries in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Special education and integrated education models exist in Bangladesh. The difference is that almost all school age children with disabilities in developed countries such as Australia are in education, whereas, 89% of children with disabilities are not in education in Bangladesh. New initiatives for Bangladesh are described, and further initiatives are suggested, such as link programmes between regular and special schools, dual placement provisions, development of special units in regular schools, initiation of model schools for others to follow and inter‐ministerial and inter‐agency collaborations to improve inclusive education practices.

Perspectives of Individuals Engaged in Inclusive Teaching Activities for Children with Disabilities in Primary Schools

“…Yet, such a paradigm shift necessitates tackling attitudinal and perceptual barriers that might impede the effective execution of inclusive practices. Ahsan and Burnip (2007); Richardson (1996) highlight the pivotal role of altering attitudes within the educational community. They emphasize the need to raise awareness about the manifold benefits of inclusive education while dismantling misconceptions that hinder its implementation.…”