Disability Inclusive Education in Bangladesh

Abstract

Aim: This account is based on a strategic Design Note developed for the inclusion of Children with Disabilities (CwDs) into the public-school system under Primary Education Development Program (PEDP4) in Bangladesh. It aims at analyzing the right to inclusive education from the perspective of the Convention on the Rights of Persons with Disabilities (CRPD), notably article 24 on inclusive education and Sustainable Development Goals (SDG4). Method: Extensive consultations were carried out within the course of developing the Design Note with stakeholders, notably civil society and organizations of persons with disabilities (DPOs). Results: In order to improve the capacity of the primary education system to identify, enroll, maintain and retain Learners with Disabilities (LwDs) throughout the primary cycle, a reform in the system is required starting by creating an enabling environment and focusing on overcoming attitudinal barriers in the local community and school authority; improving school infrastructure; strengthening inclusion practices, notably adapted pedagogy, as well as consolidating policy framework, coordination and governance in addition to empowering users and enhancing their voice. Conclusion and Implication: Such key actions can greatly enhance targeting, screening and reaching out for a full range of children with disabilities in schools as well as out of school and contribute to improving learning outcomes, fulfilling the right to education (art. 24 of CRPD) and achieving SDG4.