INCLUSIVE EDUCATION FOR CHILDREN FROM MARGINAL GROUPS IN BANGLADESH: PROBLEMS AND POSSIBILITIES

INCLUSIVE EDUCATION FOR CHILDREN

This study explores the challenges children from marginal groups are faced within society and educational institutions. This study explores the impact of discrimination on children from marginal groups on their educational experience. It identifies poverty as a major reason for social discrimination, marginalization and social exclusion. This study may help educational professionals to promote inclusive education for children from marginal groups and Upazilla administration can make a plan to achieve the goal of IE which ensures access, presence, participation, and achievement (Allan, 2013). This study investigates the picture of IE in primary schools in Bangladesh that has not yet reached an expected level through policy and legislation framework locally and internationally. Teachers, parents, and peers are not always positive to children from marginal groups that present challenges in primary schools. This is started in the family and is accelerated throughout society and also impacts on the educational system. For this reason, this study examines a new pathway that can help the future research and Upazilla administration to promote IE. The majority of respondents observed that well-off families did not agree to send their children to government primary schools. This creates a barrier to promote IE for children from marginal groups. The current research study, alongside extensive existing research, recommends that tackling poverty is a precursor to improving inclusive education in Bangladesh. Further recommendations are made with regard to the need for teachers training so they can better understand and implement IE in their school settings. The researcher recommends that a programme of setting up new government schools to minimise infrastructural problems and improve student-teacher ratios. The research suggests that improving monitoring and supervision of the implementation of IE in primary schools can bring about a new era that can help the educational professionals to promote inclusive education for children from marginal groups in mainstream schools.

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