Inclusive Education in Bangladesh

Ahsan, M. Tariq; Burnip, Lindsay

doi:10.1080/10300110701255807

Cited by 21 publications

(16 citation statements)

References 1 publication

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“…It is one of the most densely populated countries (population density 962 persons/km 2 ) in the world with a population estimated at over 160 million. The current adult literacy rate is at 54% and primary school enrolment ratio is at 81% (UNICEF, 2010 (Ahsan, 2013;Ahsan & Burnip, 2007;Ahsan & Mullick, 2013;Munir & Islam, 2005) have identified that preparation of pre-service teachers in Bangladesh does not adequately address IE. All pre-service teacher education curriculums in Bangladesh include components of professional knowledge (i. e. content knowledge and pedagogy); professional engagement (i.e.…”

Section: Introductionmentioning

confidence: 96%

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Ahsan

Deppeler

Sharma

2013

Cambridge Journal of Education

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This study reports on the second phase of a larger study, which investigated the preparedness of pre-service teachers to teach in inclusive classrooms in Bangladesh. Phase 1 employed two standardised scales that were used with 1623 pre-service teachers from 16 teacher education institutions to measure their attitudes and perceived teaching-efficacy for inclusive education. The findings of Phase 1 indicated that the level and length of training, along with gender, influenced both teacher attitudes and teaching-efficacy. In Phase 2, semi-structured interviews with six administrative heads of the pre-service teacher education institutions were conducted in order to better understand these findings. Outcomes of Phase 2 indicated that curriculum, teacher-related and a number of contextual variables may explain the differences in the findings of this study that were in sharp contrast to those from previous international research. Recommendations for policy and curriculum reform for pre-service teacher education are also made.

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Section: Introductionmentioning

confidence: 96%

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Ahsan

Deppeler

Sharma

2013

Cambridge Journal of Education

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“…Although Ahsan and Burnip (2007) reported that "Bangladesh is not behind other countries in enacting laws and declarations in favour of special education", such legislations have not been implemented in practice (Khan et al, 2007). One of the reasons for the gap between policy and practice in primary education in Bangladesh is the lack of research-based IE policy in primary education.…”

Section: Background Of the Studymentioning

confidence: 99%

Inclusive Education in Bangladesh: Are Pre-service Teachers Ready to Accept Students with Special Educational Needs in Regular Classes?

Malak

2013

DCID

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“…The following example focused on teacher training: We have every wish to include children with disabilities into our regular classroom, even though it may increase our workload, but we are not sure how to handle those children, I had no training on disability [inclusive education] during my pre-service B.Ed., I received inadequate knowledge on disabilities. This is also supported by Ahsan and Burnip (2007) who identified lack of training as one of the barriers of inclusion.…”

Section: Summary Of Findingsmentioning

confidence: 70%

“…These declarations both advocate for, and impose legal as well as ethical obligations on nations to include all children with disabilities in educational settings. As a result, an inclusive approach to education has featured as the means of achieving education for all children in Cameroon (Ahsan & Burnip, 2007). To further understand the challenges faced by countries such as Cameroon in implementing the comparatively new concept of inclusion there is a need to examine factors involved in inclusive education.…”

Section: Education Context In Cameroonmentioning

confidence: 99%

Teacher Educators Trepidations towards Inclusive Education for Children with Disabilities in Cameroon: An Evaluation of Implementation Efforts

AMBEI¹,

TANI²

2018

GJPC

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All children deserve access to education, including those in low income countries. Educators and teachers share a desire to promote inclusive education, and can came together, to educate themselves about current developments. Teachers have been shown to affect their inclination and ability to implement an inclusive approach to education. This study examined teacher educator's concerns towards inclusive education in Cameroon secondary schools in order to further understand the challenges faced by countries that are economically marginalised in implementing educational reforms that even developed countries sometimes struggle with. Twenty teacher educators from the South West Region of Cameroon participated in the qualitative study designed to explore participants" understanding and perspectives of inclusion. Teacher educators" attitudes towards inclusive education was generally positive, however participants were unsure how to implement inclusive education. The findings are considered alongside the Cameroon government's objective of inclusive education and further research opportunities are identified.

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Inclusive Education in Bangladesh

Cited by 21 publications

References 1 publication

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education

Inclusive Education in Bangladesh: Are Pre-service Teachers Ready to Accept Students with Special Educational Needs in Regular Classes?

Teacher Educators Trepidations towards Inclusive Education for Children with Disabilities in Cameroon: An Evaluation of Implementation Efforts

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