Challenges and Resources for Inclusive Education in Bangladesh: Insights from Primary School Teachers

Abstract

The current study explores the challenges the Government Primary School (GPS) teachers face in implementing inclusive education in Bangladesh and the available resources they have to overcome the challenges. The National Education Policy 2010 in Bangladesh encourages including children with special needs in regular GPSs with mild and moderate levels of special needs. However, the practical implementation has faced numerous challenges. Using a qualitative model, the current study involved focus group discussions (FGDs) in identifying challenges for GPS teachers and the available resources for implementing inclusive education with children with mild and moderate special needs in regular GPSs. The current study found several challenges, including the limitations of teachers' efficacy and Infrastructural challenges. Also, the current study shows several resources to face the challenges. The current study findings indicate that enhanced training materials customized for unique classroom requirements and expanded support resources are essential to empower GPS teachers for inclusive education.