Hostname: page-component-586b7cd67f-gb8f7 Total loading time: 0 Render date: 2024-11-28T06:01:07.513Z Has data issue: false hasContentIssue false
  • English
  • Français

Inclusive Education in Bangladesh

Published online by Cambridge University Press:  26 February 2016

Mohammad Tariq Ahsan  and
Lindsay Burnip
Mohammad Tariq Ahsan*
Affiliation:
University of Dhaka, Bangladesh
Lindsay Burnip
Affiliation:
Flinders University of South Australia
*
*Corresponding author. Department of Special Education, Institute of Education and Research (IER), University of Dhaka, Dhaka‐1000, Bangladesh. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

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.

Type
Articles
Information
Australasian Journal of Special Education , Volume 31 , Issue 1 , April 2007 , pp. 61 - 71
Copyright
Copyright © The Australian Association of Special Education 2007

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ahsan, M. T. (2006). Seasamepur training manual on disability. Dhaka, Bangladesh: Nayantara Communications.Google Scholar
Ahsan, M. T., & Tonmoy, W. R. (2002). Participatory education budget analysis: People with disabilities. Dhaka, Bangladesh: ActionAID Bangladesh.Google Scholar
Centre for Services and Information on Disability (CSID) (2002). Situation of women with disabilities in Bangladesh. Dhaka, Bangladesh: CSID.Google Scholar
CSID & AAB. (2002). Employment situation of people with disabilities in Bangladesh. Dhaka, Bangladesh: CSID.Google Scholar
Directorate of Primary Education & Centre for Services and Information on Disability (2002). Educating children in difficult circumstances: Children with disabilities. Dhaka, Bangladesh: Centre for Services and Information on Disability.Google Scholar
Forlin, P., & Forlin, C. (1998). Constitutional and legislative framework for inclusive education in Australia. Australian Journal of Education, 42(2), 1–10.Google Scholar
Ministry of Law, Justice & Parliamentary Affairs (2000). The constitution of the People’s Republic of Bangladesh. Dhaka, Bangladesh: BG Press.Google Scholar
Ministry of Social Welfare (2001). The Bangladesh Persons with Disability Welfare Act 2001. Dhaka, Bangladesh: BG Press.Google Scholar
Mittler, P. (2004). Building bridges between special and mainstream services. Retrieved March 19, 2005, from http://www.eenet.org.uk/theory_practice/build_bridges.shtml.Google Scholar
Special Education Resource Unit (SERU) (2004). Information booklets. Adelaide, Australia: SERU.Google Scholar
UNESCO (1990). World declaration on education for all and framework for action to meet basic learning needs. Paris: UNESCO Publications.Google Scholar
UNESCO (1994). Salamanca statement and framework for action on special education needs. Paris: United Nations.Google Scholar
UNESCO (2000). The Dakar framework for action. Paris: UNESCO.Google Scholar