EBTD | Bangladesh (BD)
Inclusive Teaching in Bangladesh (BD)
Inclusive classrooms don’t happen by accident. They are built through strong routines, clear instruction, thoughtful adaptations, and a culture where every learner is treated with dignity. This hub brings together evidence, practical tools, and free EBTD resources to help teachers and leaders make inclusion doable in real schools.
Free guide
EBTD Guide to Autism: Building Inclusive Classrooms in Bangladesh (BD)
Most teachers are asked to “include” learners without training, time, or specialist support. This guide is designed for Bangladeshi schools: large classes, limited resources, and high-stakes pressure. It focuses on what teachers can do ethically and effectively—support, structure, and classroom adaptations—without turning teachers into diagnosticians.
- Clear, classroom-first strategies you can use immediately
- Strength-based inclusion: belonging, routines, and support
- Practical guidance on observation, communication, sensory needs, and behaviour
- Ethical line: teachers support; qualified clinicians diagnose
Inclusive teaching hub
Start here: evidence, tools, and classroom guidance (Bangladesh BD)
Use the resources below to understand the context, identify needs early, adapt teaching, and strengthen school systems. Everything is designed to be usable by busy teachers and leaders—not written for a perfect school that doesn’t exist.
Free guide
EBTD Guide to Autism (BD)
Practical strategies for building inclusive classrooms, with clear ethical boundaries and classroom-first adaptations.
Read the guide
Evidence base
Literature Review
What the evidence says about inclusive education in Bangladesh and the practical implications for schools.
Explore the review
Early identification
Diagnostic and Screening Tools
Practical tools to help teachers notice patterns, gather evidence, and respond early—without overstepping professional roles.
View tools
Classroom practice
Teaching Strategies and Adaptation
Strategies that make lessons work for more learners: routines, scaffolds, behaviour support, and simple adaptations.
Explore strategies
Leadership & systems
Policy and School Improvement
Inclusion is a leadership responsibility. Strengthen systems, align expectations, and protect teacher workload.
Read guidanceWorking with schools
How EBTD can support your school (Bangladesh BD)
If you want inclusion to be more than a slogan, we can help you build a realistic plan and train staff in approaches that fit your context.
What we can help with
- Training staff to support diverse needs with practical classroom strategies
- Helping leaders make inclusion workable: routines, systems, and staff confidence
- Supporting ethical practice: clear roles, referral pathways, and boundaries
- Designing CPD that respects teacher workload and improves day-to-day practice
Contact
If you’d like to discuss training, partnership, or a whole-school approach to inclusion in Bangladesh (BD), email us at info@ebtd.education.
We focus on evidence-based teacher development: clear, usable practices that improve outcomes without adding unnecessary complexity.
FAQ
Inclusive teaching in Bangladesh (BD): quick questions
Is inclusive teaching only about disability?
No. Inclusion includes disability and neurodiversity, but also language, poverty, trauma, mental health, learning gaps, and classroom access. The goal is a classroom that works for more learners, more of the time.
Does EBTD help teachers diagnose autism?
No. The Autism guide is educational and classroom-focused. It helps teachers observe, support, and adapt practice ethically. Diagnosis should only be made by qualified clinicians.
What if my class size is 50+?
That is exactly why our approach prioritises routines, clear instruction, simple adaptations, and low-lift strategies that scale. Inclusion must work in the real conditions teachers face.