“Inclusive Instruction and Quality Education in the Classroom: Skills and Perspectives of Secondary-Level Teachers.”

Many parents, while willing to send their special children to school at a young age, often choose not to continue their schooling at the secondary level. Consequently, these children fall behind. This study, titled "Inclusive Education and Quality Learning in the Classroom: Skills and Perspectives of Secondary-Level Teachers," examines the competencies and attitudes of teachers necessary for fostering inclusive education and quality learning at the secondary level. Data for this research were collected through random sampling from 10 secondary schools in the Jashore Sadar Upazila of Bangladesh, as well as from the Jashore District Education Office and the Upazila Secondary Education Office. The study employed the Focus Group Discussion (FGD) method , supplemented by data gathered through questionnaires and interviews. The final report is based on information and insights provided by 66 teachers, 4 education officials, 30 parents, and 300 students. The primary objective of this research is to evaluate the skills and perspectives of teachers regarding the implementation of inclusive education and the provision of quality learning in the classroom. Specific objectives include: making inclusive education effective, enhancing the quality of education, and assessing both the competencies and the attitudes of teachers—with a particular focus on determining the nature and extent of the interrelationships among these factors. The implementation of inclusive education—by addressing the potential and needs of each child, and by mitigating or removing barriers to learning and knowledge acquisition—will help uphold fundamental rights and accelerate the development of the education system.