Towards Inclusion: Prospects And Bottlenecks in Bangladesh

Jinat Rehana
University of Dhaka

TOWARDS INCLUSION: Prospects and Bottlenecks in Bangladesh

Abstract
This paper is aimed to introduce inclusive education and its prospect in Bangladesh showing the positive
influence in the conventional education system. As the world is shifting towards a broader horizon and
breaking barriers for all discrepancies, inclusive education can secure comprehensive education for all.
For a developing country like Bangladesh, resource limitation and excessive population pressure, inhibit
segregation and encourage inclusion as it is not only a prescription for ensuring rights, but also for
bolstering a less restrictive regular classroom environment for all children with and without disabilities.
Moreover, to achieve MDG (Millennium Development Goal)s second goal universal primary education,
without inclusion it is not possible to protect childrens right in Bangladesh. Apparently, Inclusive
education may percieved as a utopian concept, but it is possible to implement it successfully everywhere
in Bangladesh only when integration and co-operation among all is possible. This paper a systematic and
qualitative approach based on secondary resources. Literature reviews from the published books,
journals, related articles, documentaries, internet, and newspapers are the sources of secondary data.
This study is focused on illustrating the concept of inclusion, present scenario, whether the policies and
constitutional rights of Bangladesh accepts inclusion or not, where it is practiced, what are the main
challenges and finally considering all issues is it possible to implement inclusive education in
Bangladesh? This paper is ineluctable for demonstrating the significance of inclusive education based on
the socio-cultural context of Bangladesh. It pertains to a wider narrative research paper which
demonstrates barrier and support as identified by physically challenged people.

Key words: Inclusive education, Bangladesh, education policy.

Introduction:
Reckoning Bangladeshs socioeconomic condition and perception of people, it is important to
look into inclusive education as a great tool for breaking all barriers and making education free
and accessible to all who are deprived of education. In this era of globalization where there is
free access to information, inclusive education is well accepted everywhere as a transformation
of the education system to ensure education for all in a less restrictive environment (World
Report on disability)
It is revealed from a study of the World Health Organization (2010) that, nearly 15% of the world
population have some sort of disability. Also, it is predicted that, in 20 years about 50% people
will have a disability. Therefore, these people cannot be considered as minority at all and proper
attention is needed for them. From studies, it has been proved that, around 70% children with
disabilities can attend regular school (Unicef)
In Bangladesh, children with special need are sent to segregated schools for special education but
the problem is those segregated schools in Bangladesh are still inadequate to accommodate all
children with disabilities. In some cases it is expensive too, as a result marginalized people do
not have access to those institutions. Most importantly, disabled children are taught from their
childhood that, they are different from others, that is why they cannot go along with their

brothers, sisters or other neighboring peer groups which creates negative mental construction
from the very beginning of their life. In this 21st century, the world is changing toward a less
discriminating territory and as todays child will be in policy making and planning for the future
world, it is important to treat all children equally so that they can participate together in the days
ahead. This paper deals with prospects and possibilities of inclusive education and the major
challenges which are acting as bottlenecks for implementation of inclusion in Bangladesh.
Objectives of the study:
To assess the scope of inclusive education to ensure education for all the disadvantaged
people.
To analyze education policy and program developed by the government in order to ensure
educational opportunity for all children.
To show some success stories of inclusive education, how it changed many peoples lives
and brought hope for many.
To provide some recommendation based on the study how inclusive education can be
properly implemented.
Methodology:
This paper has been conducted using a qualitative approach and a proper reflection of
interpretivism. The whole epistemology of research depends on several secondary sources such
as government records, newspapers, website, journal articles, reports, other related literature and
personal observations. Also published literature from different NGOs, case studies and
documentaries are used here for the desired findings.
It is an analysis of governments national policy regarding education and a guideline about how
to adopt inclusive education for the betterment of those physically challenged children. After
analyzing all the related documents; based on empirical knowledge and personal judgement, this
paper reveals a proposed practice and transformation in the conventional education system
considering the present socioeconomic status and future prospects of inclusion in Bangladesh.
Although, having great scope, this methodology has certain limits that must be taken into
consideration. As there were time constraint and whole study is qualitative based on secondary
resources; no practical primary data from real field is not being used here. Last but not the least,
this paper is presented with considering all ethical guidelines of research.
What is Inclusion?
The word inclusion means to be included or to include someone, inclusiveness means the sense
or act of togetherness and inclusive education is regarded as such type of education where each
and every child is counted and provided the same education upon the same roof and no
difference should be made. Exclusion on the basis of differences can hinder the holistic
development approach in children. Every single child in a regular classroom with the least
restrictive environment Involving in a normal life in school is right of every child. For young
3

children segregation can become Toxic for their growth and development. UNESCO (2009)
defined inclusive education as:

Inclusive education is a process of strengthening the capacity of the education system to

reach out to all learners ...... As an overall principle, it should guide all education policies
and practices, starting from the fact that education is a basic human right and the
foundation for a more just and equal society

Dakar Framework for Action (2000) states,

In order to attract and retain children from marginalized and excluded groups,
educational systems should respond flexibly. The education system must be inclusive,
actively seeking out children who are enrolled and responding in a flexible way to the
circumstances and needs of all learners.

Whom to Include:
Physically disabled children
Children from remote area (Specially Char/ Haor areas) who has no access to school
Children from nomadic community
Children of sex worker
Trasgender children
Ethnic minorities
Children of sweepers
Street children
Orphans
And all who are deprived
Education Policies and Programs Developed by the Government of Bangladesh (Go
B):
Having one of the largest primary education systems in the world with an estimated about 18
million primary school children aged between 6 and 10 years with 320,000 teachers and more
than 78000 schools, Bangladesh have become a great example (Ministry of education). First
Primary Education development program (1996-2004) was led by the GOB with an aim of
improving quality of primary education through enhancing teaching and learning method, school
environment and childrens learning achievement. Primary Education Development Program
(PEDP) I was mainly based on 10 specific objectives that embraced enrollment, completion,
quality inputs and monitoring issues also it was highly project-based and its components were
managed and financed separately by eight development partners. One important focus of this

project was to make a child-friendly school environment and to ensure equal enrollment of girl
children.1
After this tenure PEDP-II (2004-2009) was launched by the GOB along with eleven donors led
by Asian Development Bank to ensure quality education and boosting participation and
completion. UNICEF had taken active participation and implementation of PEDP-II as a
corresponding funder having support in many areas including local-level planning, In service
teacher training, Social mobilization and community awareness, initiatives for the educationally
disadvantaged group of children (Ministry of Education).2
The Third Primary Education Development Program (PEDP-III) is a five year program (FY
2011-12 to FY 2015-16), based on accomplishments of sub-sector wide results. This involves a
sector-wise approach embracing all intermediating and funding that support pre-primary and
primary education. PEDP-III continues many of the quality change, organizational and systemic
transformations introduced under PEDP-II with an increased focus on how inputs are used at the
school level to ameliorate learning outcomes in the classroom. PEDP-III will be organized and
financed through Government systems for monetary management, purchasing, monitoring and
reporting. Additional funding will be supplied through a joint financing arrangement between
development partners and the government. The specific objectives of the Primary Education
Development Program-III include, enrolling all primary school age children in the primary level
educational institutions and completing primary cycle. Also to reduce social disparities in terms
of access to education, improved student learning and improved cycle completion; to improve
the quality of teaching and learning environment in primary schools; to ensure child friendly
learning
to
all
children
in
pre
primary
up
to
grade
5;
to impart proper training to teachers and staff; to implement need based infrastructure
development. In Bangladesh, PEDP-II had added a component of inclusive education for
children with disabilities from the year 2004. At The end of the year 2005 Ministry of Primary
and Mass Education circulated an order to all Primary Schools for enrolling Children with Mild
Degrees of Disabilities. To achieve the entire objective in PEDP-II, it is stated that inclusive
primary education will enable primary school-age children to complete good quality primary
education. Special emphasis will be provided on reaching the unreached, particularly disabled,
working children, children in difficult circumstances, and children belonging to ethnic minorities
or living in remote areas. Tribal children are encouraged to learn in their mother tongue.3
PEDP-IIIs main focus is on some marginalized groups like sex workers' children, special
community children, Urdu speaking community children and tribal children. Child domestic
1 (n.d.). Retrieved February 1, 2015, from http://www.moedu.gov.bd/index.php?
option=com_content&task=blogsection&id=26&Itemid=262
2 Ibid.
3 Ibid.

workers are invisible here and to some extent neglected. Moreover, for us, we do not have a
common understanding of inclusion throughout different sectors of education.4

According to National Education Policy (2010), of Bangladesh it is clearly mentioned in

objectives, goals and aims of education policy that,
To remove socioeconomic discrimination irrespective of race, religion and creed and to eradicate
gender disparity; to develop non-communalism, friendliness, global fraternity, fellow feeling and
respect for human rights (p.8).
To create unhindered and equal opportunities of education for all as per learners talents and
aptitudes, irrespective of geographical, social and economical situations to establish a society that
is free from discrimination; to resist the use of education as a commodity to reap profits (p.9).

Also focused right of street children, deprived group, physically and mentally challenged
learnersTo take special measures for the development of education of the backward classes of the
country, including the street children- (p.9).
To promote and develop the languages and the cultures of the indigenous and small ethnic
groups (p.10).
To ensure the education of physically and mentally challenged learners (p.10).
To initiate special measures to promote education in the areas identified as backward in
education (p.10)

In national education policy 2010, it is clearly mentioned that, equal opportunities need to be
ensured for all kinds of disabled and under-privileged children. As the constitution of Bangladesh
made it mandatory for the state to ensure basic education for all, inclusive education should be
treated as right for all children having disabilities as they deserve a regular classroom
environment and socialization with other normal kids.5

Successful Initiatives to Implement Inclusive Education

Along with government different NGOs and other organizations are working to make inclusive
education into reality. From different studies, it has been proved that through proper
collaboration from all groups it is possible to implement inclusive education for the betterment of
child and adolescent development.
4 Ibid.

5 Ibid.

Center for Disability in Development (CDD) is currently helping physically challenged children
to be included in mainstream school as they can play and learn alongside normal children.
Currently they are working to train teachers in inclusive education methods and equipping them
with accessible education materials. Where feasible, we also ensure that the school is physically
accessible. In addition to this, CDD develops inclusive education curriculums and works with
Government departments to promote the education of children with disabilities.6
Underprivileged Childrens Education Program (UCEP), funded by UNESCO has been running
in urban areas since 1972. Inclusive education was first introduced in the UCEP School in
January; 2002. UCEP runs a number of inclusive schools in Chittagong, second largest
metropolitan city of Bangladesh. Now this school is operating in collaboration with the GOB and
NGOs like SAHIC, HICARE, RCDB, CLCP and MCH.7
Action in Development (AID) is working for the sake of un-privileged children since 1992. They
introduced a disability intervention program and comprehensive development effort. They
especially work in the southeast part of Bangladesh and developed an integrated community
development program. AID also works for non formal, inclusive education along with some
other organizations like CDD and Save the Children.8
Noakhali Rural Action Society (NRAS) operates in the coastal belt of southern Bangladesh as
that is disaster prone area and disability rate is also high there. Since 1997 they have been
working for promotion of inclusion in mainstream schools. They have been able to rehabilitate
around 280 disable children in 16 mainstream schools.
Leonard Chashire Disability undertook a project from 2012 in Nilphamary district with a joint
partnership with Gana Unnyan Kendra (GUK), with a view to accommodate 2,100 children with
disabilities into school and 50 schools with a more supportive physical environment. 300
teachers will be trained on inclusive education, teacher training curriculum reviewed and new
training module developed. 4200 parents of disabled children and community members made
aware of the importance of inclusive education. In the first year of the project they supported
nearly 1,200 children with disabilities to go to school.9
6 Inclusive Education. (n.d.). Retrieved February 1, 2015, from http://www.cdd.org.bd/inclusive-education
7 Underprivileged Children's Educational Programs || UCEP - Bangladesh ||. (n.d.). Retrieved February 1, 2015,
from http://www.ucepbd.org/
8 Education, Culture & Heritage. (n.d.). Retrieved February 1, 2015, from http://aidbd.org/archives/category/activities/education-culture-heritage
9 Leonard Cheshire Disability. (n.d.). Retrieved February 1, 2015, from
https://www.leonardcheshire.org/international/inclusive-education/bangladesh

BRAC has taken initiatives for children with special needs and they set up a Children with
Special Need (CSN) unit to accommodate those children in BRAC schools and also to include
them in mainstream schools. More than 100000 children having mild to moderate level of
disabilities were accommodated in mainstream schools through the intervention of BRAC by
2009.In addition to that, children with special needs got priority admission in BRAC pre-primary
and primary schools. They also offered some corrective surgeries, along with providing
equipment like wheelchairs, crutches, hearing aids and glasses also built ramps to make
classrooms more accessible to physically challenged children. In addition, they focused more on
extracurricular activities and provided special training for income generating activities as BRAC
mostly work for marginal level people or people living below the poverty line.10
Another initiative from BRAC for ethnic minority people of Bangladesh was Education for
Ethnic Children (EEC) which was adapted in 2001 to provide education, especially to those who
do not speak in the regular classroom language. This initiative was taken to increase participation
of ethnic children in schools and lessons are taught in their mother tongue alongside Bengali so
as to quench linguistic gap and becoming a part of a full fledged multilingual Education.11

Major Challenges in Bangladesh

Accessibility
Accessibility is the main issue why physically challenged people cannot think of going
educational institutions. There is few ramps and other infrastructural facilities for them even in
universities, hospitals and all other institutions.
Conservative Perception of People
It is a social construction and religious superstition which has categorized some people as
different. Some parents think that inclusive education will be harmful for their childrens normal
growth and development. Also, erosion of social capital is a common phenomenon in this case
and social ties have been challenged for these physically challenged children.
Language Barrier

10 BRAC Education Programme - Inclusive Education. (n.d.). Retrieved February 1, 2015, from
http://education.brac.net/inclusive-education

11 BRAC Education Programme - Inclusive Education. (n.d.). Retrieved February 1, 2015, from
http://education.brac.net/inclusive-education

Children who cannot perceive regular classroom language like ethnic minorities or nomadic
community face difficulties as classroom language seems opaque to them. They are being
gradually excluded from accessing to the mainstream social services and facilities.

Teachers Training
In Bangladesh, teachers do not get comprehensive training about how to handle children with
and without disabilities at the same time and most often they are not aware of special techniques
like Braille, Tailors frame etc.

Religious Influence:
Religious superstitions and socio-cultural constructivism have made some people as inferior and
treat them as outsiders of society; eg. Sex workers. They are not permitted to involve in any
social activities and sending their children in regular school with other kids is beyond the
practical reality of Bangladesh. It is high time this sort of mental constructional must change and
the inclusion of this type of children in mainstream school is important.

Lack of Proper Infrastructures:

There is an inadequate infrastructure facility in schools as in rural parts sometimes there is not
enough seats for students or classroom has not adequate space or other facilities. In addition, in
coastal areas there are schools which are used as a cyclone shelter for a specific period of time
which severely interrupt in the whole system.
Myths about IE:
Some myths or misconceptions are acting as stumbling block for inclusive education in
Bangladesh.
IE is treated as a utopian concept which is not possible to implement
Parents of without disabilities think it is harmful and can interrupt normal growth and
development of their children
Social attitudes and dividation
Resources are too scarce to bear the expense of IE
The Reputation of the educational institution will be hampered
It might affect overall academic performance
Children without disabilities might get less attention
Success Story of Inclusion:
In Bangladesh, There are thousands of life changing stories because of inclusion. This story is
articulated based on a documentary (Leave No One Behind) by Leonard Cheshire Disabilities, a
9

UK based NGO working for physically challenged people all over the world including
Bangladesh.

Way towards a New Hope

Kamal, a 7 year boy born with a disability, in an impoverished family in the Boragiri
Dolapara forest village, Nilphamary district. He never had a dream of going to school like
his other peer groups. Leonard Cheshire disabilities, a UK based charity organization are
working to support disabled children all over the world and they have been working in
the Nilphamary district to promote inclusive education through community involvements
since January1, 2012.That organization brought new hope to Kamals banal melancholic
life.
However, it was not an easy job to do. First, one community trainer talked several times
and convinced Kamals parents about sending Kamal to school. Although, Kamal wanted
to go to school like other children and he was bursting with blithe, his passage to school
was the stoniest part as the school was nearly more than two km from Kamals home. But
his friends were big hearted and made his journey to school possible.
Kamals new identity began with a student of Boragiri Dolapara Govt. Primary school.
When he got into school, he got startled of a new life which he never imagined.
Everyone, including teachers and students welcomed him with open arms.
He got a wheelchair as gift from Gana Unnayan Kendra (GUK) and Leonard Cheshire
Disabilities, which made him spontaneous and later on a school van provided by Gana
Unnayan Kendra made his journey even easier.12

Leonard Cheshire Disabilities, supported to increase assistance for children with disability.
Classroom toilets and drinking water facility have been made easier to access. One ramp was
made to make it a more accessible place for children with wheelchair like Kamal. An inclusive
education resource center was set up in school to provide preparatory education, therapeutic
support and enhance the skills of children with disabilities. All these activities were smoothly
managed by the community volunteers dedication and active participation.
This resource center provides a rigorous teaching, learning and playing ambience for the children
with disabilities along with their non disable counterparts. Teachers are given special training to
assist them in learning special technique to handle those children with disabilities and without
disabilities in the same classroom. They receive special training in sign language, Braille and
Tailors frame. Also, additional steps have been taken to make curriculum even more accessible
for children of special needs.

12 Raj, Jaya. (Director). (2014). LEAVE NO ONE BEHIND [Documentary]. Bangladesh: Chetana media productions.

10

All groups of stakeholders such as caregivers, facilitators and parent group meetings are arranged
regularly and trained accordingly to overcome the challenges. All local elected representatives,
persons from civil society, school management committee, NGOs, donor organizations and
media worked together to make inclusive education possible.13
Inclusion for Transformation:
Every child in society has constitutional rights to be a part of mainstream society as all of them
possess unique qualities and diversity can be a pivotal strength which can be used for generating
positive development among them. Most importantly, inclusive education is just a beginning of
inclusion in a society in order to promote equity. Actually, to erode the term mainstream entirely
as only one stream should exist in society and each and everyone should be in a single stream
which is the core concept of introducing an egalitarian society. The government has already
taken some crucial steps to make inclusion into reality like free and compulsory primary
education for all but indeed there is a lot do for proper implementation of inclusive education. In
this regard, promoting policies and legislation like national education policy and nicety of
monitoring and evaluation is needed. Its not only government but different NGOs and people
from civil society should be a part of it to make it happen also here media can play a vital role to
make people cognizant about this earthshaking issue. It is high time to get rid of this stigma that
disabled children are a burden of society; rather, its a challenge to overcome which alliance of
all is required.
Conclusion:
Every child is unique with some unique characteristics and they have the right to be included in
mainstream society to maintain unity in diversity. Although, some needs special attention to
some extent, still it is possible to transform the education system in Bangladesh through proper
implementation of inclusive education. In reality, there are also some socio-cultural, economic
and religious bottlenecks to adopt a new system in practice; but if government, civil society,
media, community leaders response positively it is possible to make it happen. This paper was
aimed to expose the dire need of inclusion for the child and adolescent development as it is now
demand of time. Also to show the challenges to embrace a remarkable change in the traditional
education system and how the policy and regulation meets the criteria to adopt inclusion.
Seemingly, globalization and exclusion contradict regarding their fundamental concepts. In the
longer run, this practice will help to promote quality education and equity, which will act as a
catalyst for childrens positive mental growth.

13 Leonard Cheshire Disability. (n.d.). Retrieved February 1, 2015, from

https://www.leonardcheshire.org/international/inclusive-education/bangladesh

11

References:
Ahuja, A., & Ibrahim, M. D. (2002). An Assessment of inclusive education in Bangladesh.
UNESCO Dhaka.
Children With Special Needs. (n.d.). Retrieved February 1, 2012, from
http://education.brac.net/
DPE .2011. Primary Education Development Programme. Dhaka: Directorate of Primary
Education, Government of the Peoples Republic of Bangladesh.
Education
policy
2010.
(n.d.).
http://www.moedu.gov.bd/index.php

Retrieved

February

1,

2014,

from

MoE. 2010. National Education Policy, 2010, Dhaka: Ministry of Education, Government of the
peoples republic of Bangladesh.

Leonard
Cheshire
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(n.d.).
Retrieved
February
1,
https://www.leonardcheshire.org/international/inclusive-education/bangladesh

2015,

from

Raj, Jaya. (Director). (2014). LEAVE NO ONE BEHIND [Documentary]. Bangladesh: Chetana
media productions.

(n.d.). Retrieved February 11, 2014, from www.unicef.org/rosa/InclusiveBan.pdf

Quality
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Education.
http://www.unicef.org/bangladesh/

12

(n.d.).

Retrieved

February

5,

2014,

from