Inclusive education is one of the most significant aspects of the world. Inclusive education refers to all students being able to access and gain equal opportunities to education and learning. An education system that comprises all students and welcomes and supports them to learn smoothly and affectionately. Children are a great wonder. There is no limitation to the thinking about their world of wonder. Every child has a great quality to explore the wonderful world. No child is fully complete. Some are physically challenged, like disabled, handicapped, or something like that. Children with disabilities are the most vulnerable in the world. Most of the time, they are being deprived of the acquisition of proper education. In these cases, we must ensure quality education. Only inclusive education cannot address all the challenges faced by children with disabilities. We are now focusing on implementing a universal design for learning that encompasses classrooms, communities, homes, and even government offices. It is inevitable to approach accessibility from a different perspective, considering that each individual has their own unique learning abilities and preferences.
Concept of origin and evaluation of inclusive education:
Exclusion:
According to the majority, those who are at the center of power and power or control everything make or think things their own way. As a result, minorities or persons with differences or diversity (e.g., ethnic minorities, Dalits, disabled, extreme poor, women, etc.) are excluded from almost everything. Thus, over the ages, different groups and types of people in different parts of the world have been left out of the mainstream and left behind from all progress. This concept is exclusion. As humans progress in evolution, thought, and perception, they may realize that it is not possible to move forward as a whole by considering diversity as a limitation and excluding different groups. The concept of inclusive education emerged from the idea of taking these marginalized people forward.
Segregation:
After the idea of moving forward with everyone is formed, the question that comes before everyone is, How can it be implemented? The answer was not so simple, as many barriers arose from being out of the mainstream or being excluded for a long time. Such as physical infrastructure, transportation, socio-cultural, economic, medical, various superstitions, laws and policies, etc. It was not so easy to break that and make a way to move forward together. But due to time, human knowledge, judgment, intellectual considerations, and constant changes in state and social structure, people find a way despite various obstacles. The first idea that emerges from this continuum is to create separate service opportunities for certain underprivileged groups that are left out of the mainstream. This is called segregation.
Integration: In the course of evolution, this idea of creating separate service structures for different groups outside the mainstream is considered an exclusion. Even when people from small or vulnerable groups begin to receive services, it keeps them separate from the mainstream and deprived of opportunities for a better life. As a result, as the quality of service is low, inequality is increasing dramatically. In order to change this situation, the idea that arose later is the integrated system or integration. In this case, different services for different people are brought into the mainstream service structure, but within the mainstream, separate service centers or service opportunities are created for them. Due to this concept, even when people from marginalized groups come within the boundaries of the mainstream, their service infrastructure is different (as a result, mental, social, and cultural walls keep them apart there as well).
Inclusive or integrated system: While the concept of integrated education gained some popularity in the education system. Due to global and national policy framework concepts and the development of people’s intelligence and mindset, the demand to create opportunities for equal and respectful participation for all is gradually increasing. And in this continuation, the concept of integrated education is established as the last acceptable concept for the purpose of bringing equality in the education system.
We can mention three major approaches. Firstly, we can work within schools, collaborating with teachers and improving the classroom environment. Secondly, we engage with families and the community’s courtyard meetings, particularly involving mothers. Lastly, our goal is to strengthen the government’s ability to ensure the provision of inclusive education. One major aspect we are addressing is the lack of data and research, which leaves a gap in our target’s efforts. We will collect vast amounts of information from schools, families, and communities. It is really tough to make evidence-based decisions and fill this data gap. The Bangladesh Bureau of Statistics ran a nationwide survey of people with disabilities. However, there were limitations in publicizing the survey, resulting in an undercounting of individuals with disabilities. According to the survey report, 2.8 percent of the population is people with disabilities. The report shows that only 23.11 percent of children with disabilities enrolled in primary education from classes one to five. At the secondary education level, the completion rate drops to 18.33 percent, including a 5 percent dropout rate from primary to secondary education. The situation worsens when it comes to higher studies, with mere 1.57 percent of children with disabilities completing their education after 12th grade. The data also highlights the disparity between male (62%) and female (49%) children with disabilities, with females being less benefited. Moreover, rural areas have fewer educational facilities for children with disabilities compared to urban areas, with nearly 41 percent of children with disabilities having no access to any educational facilities.
To encourage the establishment of specialized education institutions to create the special needs of the special categories of children with disabilities, to design and develop specialized curriculum and write special text books, and to introduce a special examination system if situations so demand (MSW, 2001, p. 11). To create an opportunity for the children with disabilities to study in mainstream education. The National Education Policy highlights education for diverse learners within its main objectives as follows:
Bringing all socio-economically disadvantaged children into education, including street children;
Ensuring the scopes of development of cultural and linguistic characteristics of all the indigenous and ethnic groups in Bangladesh;
Ensuring the rights of all children with disabilities. (Ministry of Education, 2010, p. 1–2)
Recommendations
Ensuring that physical infrastructure, resources, and services are designed and provided in a way that accommodates the needs of children with disabilities.
Collect quality data from schools, families, and communities to better understand the needs and challenges faced by children with disabilities, and use this evidence to inform programmed design and implementation.
Focus on strengthening government capacity to deliver on the promise of inclusive education.
Conduct awareness campaigns to educate parents, communities, and peers about the importance of inclusive education and the rights of children with disabilities.
Strengthen specialized educational institutions.
Provide comprehensive training to teachers in the Char areas to equip them with the skills and knowledge necessary to effectively teach and support students with disabilities.
When designing inclusive education programs for children with disabilities, it is essential to recognize and address the distinct geographical, cultural, and linguistic diversity present in various regions of Bangladesh.
Take a comprehensive inclusive education program for children with disabilities. It is essential to recognize and address the district geographical, cultural, and linguistic diversity present in various regions of Bangladesh.
Develop transportation facilities to ensure easy access for children with disabilities to educational centers.
Pay attention to the availability of proper toilet facilities in educational institutions catering to children with disabilities.
Emphasize the importance of inclusive and play-based early childhood, as it can significantly influence the development of children with disabilities.
Every building must have a ramp to get into the classroom.
It goes without saying that inclusive education and special children are a concerning matter across the country. Keeping them uneducated and deprived, we can’t make sure of the country’s overall development. At any cost, we must gear up our helping hand to boost their potentialities.
By implementing inclusive practices in primary education, Bangladesh strives to create an educational system that values diversity and promotes the full participation and inclusion of every child. Bangladesh is playing a critical role in promoting inclusive education by creating inclusive classroom environments, supporting diverse learners, collaborating with stakeholders, advocating for inclusive policies, and continually enhancing their professional skills and knowledge.
Nazim Uddin
Head teacher, Amtoil government primary school, Sreepur, Magura.
