Inclusive education is a fundamental right, yet many institutions in Bangladesh remain structurally inaccessible to students with disabilities. This study evaluates the physical accessibility of schools, colleges, and universities by examining features such as ramps, lifts, wide doorways, and tactile markers. Institutions were categorized into distinct groups to explore disparities in inclusive infrastructure. Structured surveys and statistical analyses reveal significant shortcomings, particularly in public institutions. While international institutions demonstrate better provisions, many facilities across all types exhibit partial compliance—such as improperly designed ramps or lifts lacking braille—which limits their effectiveness. Structural conditions also vary, with several institutions showing signs of deterioration, including damaged walkways and unsafe staircases. Findings indicate that general safety is often prioritized over disability-specific inclusion, highlighting a systemic oversight in addressing real accessibility needs. The study advocates for a paradigm shift—treating accessibility not as a privilege but as a core element of educational quality. Recommendations include stricter enforcement of building codes, integration of universal design principles, and active involvement of disabled stakeholders in planning processes.
Saria Tasnim (Sat,) studied this question.
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