THE POLICY AND PRACTICE OF INCLUSIVE EDUCATION IN THE PRIMARY SCHOOLS OF A DISTRICT IN BANGLADESH

Inclusive Education

At present Inclusive Education (IE) is the most important issue in the education sector of the world. As a devel-oping country Bangladesh also tried best to implement IE in all level of education. After the liberation of 1971, Government of Bangladesh enacted the constitution. Education is mentioned as the basic rights of all children in the constitution. The CRC, Salamanca Statement, Sustainable Development Goals (SDG) and the Millennium Development Goals (MDG) have stimulated argument and policy development for around issues relating to inclusive education in the whole world. The Government of Bangladesh also has ratified many acts and regulations for implementation of IE. ‘The Primary Education Development Program-2(PEDP-2)’ and ‘PEDP-3’ are policy initiatives of the government to ensure IE. Despite those well formulated policies and different initiatives, there are still large gaps in the development that we need. In this context this research will find out what is gap between the current policy and the practices of IE in Bangladesh. This paper de-scribes the current scenario of the practices of policies of IE in the Bangladeshi Government Primary Schools. Quantitative research approach with questionnaire was applied for the research. Data was collected from a selected district in Bangladesh. The sample size was 40 and all respondents are the teachers of the Govern-ment primary schools of that districts. The respondents have given data by answering some close ended ques-tions and described the barriers and limitations to implementation of IE by some open-ended questions. The findings imply that the existing policies are effective enough for implementing of IE; but proper supports are needed. They also make recommendations for proper execution of IE in Bangladesh.

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