Teachers’ Perceptions in Implementing Inclusive Education at Rural Government Primary Schools in Bangladesh

Abstract

Bangladesh is a multicultural country where people of different religions, castes, and ethnic backgrounds live. In an inclusive system, students with disabilities receive education in the same setting. In the context of Bangladesh, inclusive education (IE) is urgent because it has been playing a vital role in the development of primary education. Currently, 20 million children are in primary schools across the country, an achievement made possible through the rollout of inclusive education. Inclusive education has been internationally recognized as the most proficient system where teachers are grassroots actors in implementing inclusive pedagogy with the aim of ensuring full participation of all learners in the classroom. This study has shown that rural government primary school teachers’ attitudes toward inclusive education. Teachers’ positive attitudes are essential for the effective implementation of inclusive education (IE). Therefore, the core objective of this study was to explore teachers’ perceptions about inclusive education and its implementation with a view to ensuring education for all. Based on the core research question, it addresses three exploratory research questions, focusing on knowledge, understanding, and teachers’ support of IE. This study is qualitative in nature. The population of this study consists of all government primary school teachers working in rural areas, and selected head teachers, assistant teachers, and guardians are the sample. Data were gathered using semi-structured interviews and focus group discussions (FGDs), considering ethical issues, and analyzed using a thematic approach. xiii The findings demonstrate a mixed picture of teachers’ attitudes. Primary school head teachers have mid-level knowledge and understanding, and support with a positive attitude. On the other hand, assistant teachers have training-based lower-level knowledge and insight, experience-based understanding, practical engagement, and a diverse attitude towards inclusive education. Both kinds of teachers showed some challenges, such as poor infrastructure, absence of teaching materials, and lack of trained teachers for special needs students, financial constraints, political interference, and students migrating towards Noorani Madrasahs. The participants gave some suggestions to improve the implementation of inclusive education. A few areas must be prioritized, including strengthening teacher training, enhancing accessibility of infrastructure and resources, improving community and parental participation, government and NGO collaboration, and focusing on quality education and religious education. The head teachers and assistant teachers perceive inclusive education as teaching students of different religions, socio-economic status, and ability groups in the same classroom. Implementing inclusive education enjoys strong support from teachers, who believe it helps minimize discrimination, foster social harmony, and promote the holistic development of students.