Inclusive Education in Bangladesh

Malak, Md. Saiful; Begum, Hosne Ara; Habib, Ahsan; Banu, Mahmuda Shaila; Roshid, Mohammod Moninoor

doi:10.1007/978-94-6209-692-9_9

Cited by 7 publications

(5 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In Bangladesh, inclusive education policies are largely influenced by the global trend towards inclusive education, and it seems that school educators are not able to comprehend these policies. The inadequate professional development of school teachers is a major barrier which does not allow for the effective application of this measure in the country's schools (Malak, Begum, Habib, Shaila, & Roshid, 2013). In Pakistan, students with disabilities constitute a large portion of the school population; they are marginalised and are usually excluded from school despite the fact that inclusive education is universally acknowledged as the best solution for those students.…”

Section: Educational Policy On the Inclusion Of Children With Specialmentioning

confidence: 99%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

View full text Add to dashboard Cite

Οι ερευνητές πραγματοποίησαν μια ανασκόπηση της βιβλιογραφίας για τις αντιλήψεις και στάσεις των εκπαιδευτικών για την ένταξη των μαθητών/ριών με Διαταραχές Αυτιστικού Φάσματος (ΔΑΦ). Για να βρουν τις σχετικές με το θέμα έρευνες διεξήγαγαν αναζήτηση στις βάσεις δεδομένων ERIC, PsychLIT, EBSCO, Medline, και PubMed με τις λέξεις-κλειδιά «Εκπαιδευτικοί», «Αντιλήψεις», «Στάσεις», και «Παιδιά με Αυτισμό». Από την αναζήτηση βρέθηκαν 55 ερευνητικά άρθρα, μεταπτυχιακές και διδακτορικές διατριβές σχετικά με το θέμα τους. Τα αποτελέσματα έδειξαν ότι η πλειοψηφία των εκπαιδευτικών έχει περιορισμένη ή ανεπαρκή γνώση και βασικές παρανοήσεις σχετικά με τις Διαταραχές Αυτιστικού Φάσματος. Επίσης, οι εκπαιδευτικοί είχαν αρνητικές στάσεις απέναντι στην ένταξη των μαθητών/ριών με αυτισμό. Από την άλλη πλευρά, λιγότεροι/ες εκπαιδευτικοί φάνηκε ότι έχουν θετικές στάσεις στην ένταξη αυτών των μαθητών/ριών. Ένα μεγάλο ποσοστό των εκπαιδευτικών φάνηκε να έχει διαφορετικές στάσεις/απόψεις για τον αυτισμό. Επιπλέον, η ανασκόπηση έδειξε ότι μερικοί/ές εκπαιδευτικοί τείνουν να έχουν ουδέτερες στάσεις προς την ένταξη αυτής της ομάδας μαθητών/ριών. Επιπλέον, αρκετοί/ές εκπαιδευτικοί αντιλαμβάνονται τους/τις μαθητές/ριες με αυτισμό διαφορετικά από τους/τις τυπικά αναπτυσσόμενους/ες μαθητές/τριες. Η έρευνα αυτή υποδεικνύει ότι οι εκπαιδευτικοί πρέπει να λάβουν περισσότερη κατάρτιση για τον αυτισμό και τις αποτελεσματικές εκπαιδευτικές πρακτικές για αυτούς/ές τους/τις μαθητές/ριες. Με αυτόν τον τρόπο, οι ίδιοι/ες θα αναπτύξουν θετικές στάσεις προς την εκπαιδευτική ένταξη αυτών των μαθητών/ριών.

show abstract

Section: Educational Policy On the Inclusion Of Children With Specialmentioning

confidence: 99%

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Kofidou¹,

Mantzikos²,

Chatzitheodorou³

et al. 2017

Dial

View full text Add to dashboard Cite

show abstract

“…Contemporary literature on policies and practice of IE reflects that having valid guidelines does not always guarantee that practices are aligned with the principles of IE. Furthermore, over the last seven years, IE has been implemented through two major projects, one each in primary and secondary education in Bangladesh [6]. Undoubtedly teachers' support is essential to successfully implement inclusive classroom learning.…”

Section: Introductionmentioning

confidence: 99%

Challenges in Primary Level Inclusive Education in Bangladesh

Ambia¹,

Rahman

2021

Int J Innov Educ Res

View full text Add to dashboard Cite

Bangladesh’s step towards inclusive education was given incentive by its involvement in major international declarations. Bangladesh agreed with the declaration of Education for All, in which education is to be provided to all children with an inclusive approach. In addition, Bangladesh is also committed to achieve Millennium Development Goals, which articulated the rights of all children into education through uniform system. It is important to note that the trend of enacting inclusive education policy and legislation in Bangladesh is mainly based upon the international treaties. The purpose of this paper is to highlight challenges in inclusive education for the policy formulators, implementers, and future researchers to take measures accordingly to universalize inclusive education in the country. The challenges identified in inclusive education concerned unfulfilled requirements of children with special needs, unfriendly situation, inadequate material and non-conforming curriculum, misinterpretation and mismanagement by stakeholders, restricted political and social backing, and adverse physiography. Pre-service training of teachers, along with continued assessment, collaboration and coordination to overcome challenges of inclusive schooling is recommended.

show abstract

“…In Bangladesh, there is hardly found any integrated approach considering the alternative communication methods to prepare them to accommodate with mainstream education. Besides these, lack of understanding among practitioners and classroom teachers to apply the integrated approach within the socio-economic context of Bangladesh remain a big challenge to address social exclusion in education sector (Ahsan & Mullick, 2013, Malak et al, 2013.…”

Section: Exclusion From Education and Trainingmentioning

confidence: 99%

Social Exclusion of People with Disability in Bangladesh: Dimensions and Challenges

Hussain

2021

ASWJ

View full text Add to dashboard Cite

This paper is an outcome of reviewing different dimensions of social exclusion and challenges faced by people with disabilities (PWD) in Bangladesh and suggest some policy guidelines to promote inclusion of PWD into the development process. This paper is based on secondary sources of data and therefore, government, non-government organization’s study report, policy documents, journal articles, statistical report, research findings etc. were consulted to collect data and construct the paper. The paper describes the social exclusion of Bangladeshi PWD in the six broad areas e.g. income and assets, employment, education, health and social security, social relationship and recreation. Therefore, some key areas of policy implications are outlined for inclusion of PWD in Bangladesh which include the prospective way to address poverty, adopt active labor market policy, promoting social services and encouraging community based rehabilitation, providing counseling and other support services and utilizing the vision of user involvement etc.

show abstract

Inclusive Education in Bangladesh

Cited by 7 publications

References 16 publications

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Teachers’ perceptions and attitudes on the inclusive education of students with Autism Spectrum Disorders (ASD): A literature review

Challenges in Primary Level Inclusive Education in Bangladesh

Social Exclusion of People with Disability in Bangladesh: Dimensions and Challenges

Contact Info

Product

Resources

About