August 4, 2025

Towards Inclusive Classrooms in Bangladesh: A Literature Review of Special and Inclusive Education

Key Points

The review synthesizes 20 articles on inclusive education in Bangladesh, highlighting strong national policies.
About 22.6% of children with disabilities aged 6-17 are not enrolled in school, with boys facing more exclusion.
Barriers identified include inadequate teacher training, infrastructure issues, and stigma affecting rural and neurodiverse students.
Recommendations focus on specialized teacher training, curriculum modifications, and improved data collection for better inclusion.

Abstract

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.

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Cite This Study

Rahman et al. (Mon,) studied this question.

synapsesocial.com/papers/689a0f86e6551bb0af8d08f6 https://doi.org/https://doi.org/10.35542/osf.io/wmzy6_v1

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