A national resource for teachers, school leaders, and parents
Across Bangladesh, many children communicate, learn, or behave in ways that teachers find difficult to interpret. Some may be autistic, many remain undiagnosed, and almost all need classrooms that are predictable, structured, and compassionate.
Most schools do not have SENCOs, psychologists, or specialist autism services. This guide from Evidence Based Teacher Development (EBTD) offers a practical way forward: clear explanations, research-informed strategies, and Bangladesh-specific examples that any teacher or school leader can use, even in large, resource-constrained classrooms.
This guide is an educational resource, not a medical document. It does not diagnose autism and does not replace clinical assessment. Its purpose is to help schools understand, support, and include learners more effectively.
Before exploring classroom strategies, we recommend beginning with a clear picture of autism and education in the Bangladesh context.
Understand national prevalence, diagnostic challenges, the rural–urban gap, and why teachers are often the first to notice autistic traits. Includes links to national organisations and a vital safeguarding note on the limits of this guide.
Read this firstThe EBTD Guide to Autism in Bangladeshi Schools is designed as a complete gateway to understanding, classroom practice, and whole-school support. Explore the pages below to find what your school needs most.
A clear, teacher-friendly overview of what autism is and what it is not. Explains differences in communication, social interaction, sensory processing, and flexible thinking using realistic Bangladeshi classroom scenarios.
Key idea: Behaviour is communication
Practical whole-school principles for Heads, Assistant Principals, and HoDs. Shows how to build belonging and predictability without specialist staff, using simple routines, Universal Design for Learning (UDL), and consistent language.
Focus: Whole-school principles
Evidence-based, low-cost approaches any teacher can use in large classes: structured teaching, communication supports, peer and group-work strategies, emotional regulation and behaviour support, and academic scaffolds for writing, reading, and exams.
Built for: Real BD classrooms
How school leaders and teachers can work together to make corridors, assemblies, timetables, and daily routines more autism-friendly—without additional staff or funding. Includes simple systems for collaboration, professional learning, and tracking progress.
Emphasis: Whole-school predictability
Guidance on partnering with families in the Bangladesh context, where stigma, fear, and blame are common. Focuses on sharing observations not labels, using respectful language, aligning routines between home and school, and handling difficult conversations with care.
Goal: Trust and collaboration
