This narrative review synthesizes 20 peer-reviewed journal articles (2007-2024) exploring inclusive education in Bangladesh based on qualitative and quantitative data. It addresses policy context, systemic barriers, teacher preparation, classroom pedagogy, social justice, and future directions. Outcomes highlight strong national policies aligned with CRPD and SDG 4, yet underscore persistent gaps due to inaccessible infrastructure, inadequate teacher training, and stigma, particularly affecting rural, neurodiverse, and secondary-level students. Quantitative data reveal that 22.6% of children with disabilities aged 6-17 are not enrolled in school, with higher exclusion among boys (26.4%) compared to girls (18.0%) and among children with communication and learning difficulties.Suggested interventions include autism-specific teacher training, enhanced pre-service training, curriculum modifications, context-specific rural policies, standardized data collection, accessibility audits, and inclusive stakeholder engagement.
Rahman et al. (Mon,) studied this question.