Inclusive Practice and Barriers in the Primary Education of Bangladesh

EDUCATION

Inclusive practice in education is important to ensure social justice in the society and at school to achieve the outcomes with introducing diversity needs of all children. Inclusive Education is an approach to improve the education system by limiting and removing barriers and discrimination to learning. The purpose of the article is to highlight the inclusive practice with its features and barriers for investigating inclusive practice in Bangladesh primary education and way out for how this practice can become more inclusive in system. The article is developed through review of literature, study reports and official documents. In Bangladesh primary education system, inclusive practice is introduced by following the national education policy 2010 directions with adopting the conditions of international agreements which is reflected in the objective and the component of the programme document. Bangladesh government clearly circulated the vision of primary education in its goal and objectives with including values for Inclusive Education and playing a tremendous role for creating a sense of community, establishing collaboration, ensuring access, and enhancing capacity to ensure it. Many more barriers are identified generally and also on the Bangladeshi primary education system, especially on the issue of children's presence, acceptance, participation and achievement. The central based formulated policy and directions; inadequate infrastructure; old-fashioned pedagogy and rigid curriculum; poor mind set of stakeholders are indicate environmental, structural and attitudinal barriers of inclusive practice in Bangladesh. Educational leaders’ clear understanding on inclusive education, policy reforms and professional development initiatives are important for more inclusive.

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