Inclusive Practice (IP) in Primary Schools of Bangladesh: Challenges and Opportunities

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue V, May 2020 | ISSN 2454–6186

Inclusive Practice (IP) in Primary Schools of Bangladesh: Challenges and Opportunities

Mohammed Kamrul Hassan¹, Marjana Jahir², Angela Smith³, Dr. A K M Obaydullah^4*
1Upazilla Education Officer, Primary and Mass Education Ministry, Bangladesh
²Assisstant Professor, Department of English, BGMEA University of Fashion & Technology, Bangladesh
³Associate Lecturer, School Of Education, University of The West of Scotland, England
⁴Instructor, URC, Ministry of Primary and Mass Education, Bangladesh
*Corresponding Author

Abstract:- This study explored the inclusive practice in primary schools in Bangladesh. The study sought to investigate the barriers to and opportunities for greater development of inclusive practice in primary schools in Bangladesh, in Sreepur Upozila of the Gazipur district in Bangladesh, based on insights from primary teachers. The study aimed to provide direction for the improvement of the inclusive practice in primary schools in Bangladesh. A mixed methods research instrument was used, with data collected via a questionnaire. Thirty-three out of a total of thirty-five teachers with at least 6 weeks involvement in the inclusive practice participated in the study. Descriptive statistics were performed on the quantitative data and some open question data were thematically analysed. Analysis of the quantitative data indicated that the participants in this study associated their involvement inclusive practice in a primary school in Bangladesh with of a variety of areas in need of better development. Although, overall, the assistant head teacher and head teachers questioned viewed current policies and legislation on IP as having a positive role in developing IP. A key area of development identified was the shortage of the overall number of teachers trained in IP, added to which there is a national shortage of teachers. A need to work with guardians to raise their awareness of the benefits to disabled students’ physical and emotional health and wellbeing of IP also became clear. The thematic analysis of the open question resulted in the identification of the barriers to and opportunities for inclusive practice in primary schools in Bangladesh. These findings were in line with evidence about the potential of inclusive practice in primary schools in Bangladesh to promote a range of positive outcomes for the children involved in them.

Key word: Inclusive practice, primary schools, Barriers, opportunities, Teachers Attitudes.

I. INTRODUCTION

Inclusion is a vital process that helps overcome barricades preventive the attendance, participation and success of learners (UNESCO 2009, UNESCO 2017). The central message is simple at in centres on the idea that every learner matters and matters equally. Everybody in this world is similar in this process. Inclusive practice is a part of inclusive education. It is a non-stop process that includes the transformation of schools and other centres of learning to cater for all children – together with boys and girls, students from ethnic and language minorities, rural residents, those affected by human immunodeficiency virus (HIV) and acquired immune deficiency syndrome (AIDS), and those with disabilities and difficulties in learning and to deliver learning chances for all youth and adults as well. Inclusive practice is essential to achieve social equity and is a one of the impotent constituent elements of lifelong learning’.

Read More