Building Inclusive Schools in Bangladesh

Most schools in Bangladesh do not have a SENCO, school psychologist, or specialist autism unit. That does not mean they cannot be inclusive. The most powerful tools for inclusion are often routines, language, expectations, and relationships – all of which are already in the hands of Heads, APs, HoDs, and classroom teachers.

This chapter focuses on what schools can do with the structures they already have.

It is not about creating a separate “autism system”. It is about building a school where every child, including autistic learners, feels they belong and can predict what will happen next. For a national overview of autism and education, see Autism in the Bangladesh Context.

Inclusion = Belonging and Predictability

Inclusion is sometimes described as “adding support” for a few students. In practice, the most effective inclusion comes from whole-school belonging and predictability.

– Belonging: “I am accepted here. People like me are meant to be in this school.”
– Predictability: “I know what will happen. The rules are fair. Routines are consistent.”

Autistic students (and many non-autistic students) struggle most when school feels unpredictable, confusing, or unsafe.

What belonging might look like in a BD school

• Teachers greet students by name at the door.
• No child is always shouted at or teased in front of others.
• Differences (speech, movement, learning pace) are not joked about.
• Students who find assemblies or crowds hard are given options, not punishments.
• Staff talk about students with respect, even when behaviour is challenging.

What predictability might look like

• Timetables are stable – changes are explained in advance wherever possible.
• Each classroom follows a similar lesson structure across the school.
• Rules are consistent between teachers (students aren’t guessing what will upset whom).
• Transitions (line up, move to assembly, change subject) follow the same routine every day.

Classroom Scenario: Belonging vs Uncertainty

Scenario A – No predictable structure

Different teachers use different rules. One teacher allows talking; another shouts if students speak. Sometimes latecomers are punished; sometimes ignored. Assemblies start late and end suddenly.

For an autistic learner (and many others), this environment is exhausting. They spend energy trying to work out what might happen next, leaving less energy for learning.

Scenario B – Shared, predictable structure

Every teacher uses the same five-step start to lessons:

1. Greet at door
2. Students sit in assigned seats
3. Date and title on board
4. Short recap question
5. Teacher signals “start” in the same way

Students know what to expect. Anxiety drops. Autistic learners can focus on the content rather than decoding the routine.

Why emotional safety and routine matter

Emotional safety and routine:

• reduce anxiety, which often drives “behaviour problems”
• free up working memory for learning
• help students who struggle with change and ambiguity
• allow autistic students to participate without constantly guessing social rules

In other words, well-designed routines are an inclusion strategy, not just a discipline tool.

Predictability Checklist (Whole-School Focus)

Leaders and teachers can use this as a quick reflection tool:

School-wide

• [ ] Do students know the daily timetable?
• [ ] Are there clear routines for arrival, lining up, assemblies, breaks, and home time?
• [ ] Are rule expectations similar across classrooms (e.g., voice levels, movement, equipment)?
• [ ] Are changes (exam timetables, trips, visitors) explained to students beforehand?

Classroom

• [ ] Does each lesson follow a simple, recognisable pattern?
• [ ] Are start and end-of-lesson routines consistent?
• [ ] Do students know what to do if they are stuck?
• [ ] Is there a calm way for students to signal “I need help / I need a break”?

This checklist is not just for autism. It is a tool for better learning for all. For a deeper look at differences in communication, social interaction, and behaviour, see Understanding Autism in the Classroom.

Universal Design for Learning (Explained Simply)

Universal Design for Learning (UDL) sounds technical, but the core idea is simple:

Instead of waiting for a student to fail and then “fixing” them,
design lessons from the start so different learners can succeed.

UDL asks: “What might make this lesson difficult for some students – and how can I adjust it in advance?”

It does not require new equipment or special technology. In Bangladesh, UDL can mean:

• clearer instruction
• more than one way to understand the content
• more than one way to show learning
• fewer unnecessary barriers (noise, clutter, confusing layouts)

Proactive Adjustments

Instead of:

waiting until a child “acts out” and then reacting,

UDL encourages:

thinking ahead about what might go wrong – and adjusting before it happens.

Examples in a BD classroom:

• If you know the room gets very noisy during group work, plan a noise routine (“1 = silent, 2 = whisper, 3 = group talk”) and teach it.
• If you know copying from the board is difficult for some students, give step-by-step tasks or leave instructions on the board longer.
• If you know sudden change upsets some learners, warn them: “In five minutes we will switch to writing.”

These adjustments support autistic students and many other learners, and link directly to the practical strategies in Classroom Strategies for Autistic Learners.

Clearer Instruction

UDL starts with clarity.

Instead of:

“Everyone, quickly finish this and do the next thing!”

Try:

1. One instruction at a time.
2. Write the steps on the board.
3. Check one or two students understand.

Example:

Step 1: Copy the question.
Step 2: Underline the key words.
Step 3: Write your answer in 2 sentences.

Students who process language differently (including autistic learners) benefit from seeing and hearing instructions.

Flexible Seating

In crowded classrooms, “flexible seating” does not mean buying beanbags. It means using space strategically:

• A quieter corner for students who are easily overwhelmed.
• Seats nearer the front for students who miss instructions.
• Avoiding placing anxious students in the busiest doorway or corridor spot.
• Allowing some students to stand at the back for short periods if sitting still is very hard.

The goal is not special privilege. It is reducing unnecessary stress so students can focus on learning.

Reducing Sensory Overload

Many autistic students (and others) struggle with sensory overload: noise, bright lights, visual clutter, crowded spaces.

Small changes can help:

• keeping the board area tidy so the key information is clear
• avoiding shouting over noise—using a routine signal instead (hand raised, clapping pattern, bell)
• agreeing on one simple noise rule for group work
• planning quiet reflection moments after noisy activities

These changes are part of UDL because they design the environment to be more manageable for diverse brains.

UDL Starter Checklist (Teacher-Level)

Use this as a gentle planning tool rather than a judgement:

• [ ] Have I broken instructions into small, clear steps?
• [ ] Is there somewhere in the room that feels calmer and less noisy?
• [ ] Can students see the key information (task steps, examples) throughout the activity?
• [ ] Have I removed any unnecessary barrier (e.g., rushing, confusing layouts, avoidable noise)?
• [ ] Is there more than one way for students to understand the idea (spoken explanation, written example, model on the board)?

If you can tick even two or three of these, you are already using UDL.

Leadership Actions

Inclusive schools do not depend on one “expert”. They depend on consistent leadership.

Heads, Assistant Principals, and HoDs play a key role in:

• setting shared routines
• modelling inclusive language
• noticing when systems are creating stress
• supporting teachers to try small changes, not big, one-off projects

School-wide Routines

Leadership can:

• Agree on 2–3 core routines used in every classroom (start of lesson, end of lesson, noise signal).
• Make these routines visible (posters, staff briefings, modelling in assemblies).
• Support new staff to learn them.
• Review them once or twice a year with teacher feedback.

Example:

A school decides that every lesson starts with:

1. Greeting at the door
2. Students go straight to assigned seats
3. Date and title written on the board
4. Short recap question on the board

This helps autistic students because:

• they know exactly what to expect
• they can settle faster
• they are not confused by different rules in every classroom

It also helps teachers because the first few minutes of every lesson feel calmer.

Modelling Inclusive Language

Leaders set the tone in how students are spoken about.

Compare:

• “That boy is a problem.”
• “She is lazy.”

with:

• “He finds transitions difficult – what routine would help him?”
• “She seems overwhelmed during writing – how can we scaffold it?”

Leaders can use meeting time to model this shift from blame language to support language.

This does not remove expectations. It changes the question from “What is wrong with this child?” to “What about the task or environment is not working for this child?”

Predictable Transitions

Transitions (to assembly, to exams, to visitors) are often the most stressful times of the day, especially for autistic learners.

Leadership can:

• create a simple, shared script for transitions (“When the bell rings, teachers do A, students do B”)
• keep assembly and exam routines similar from year to year
• warn students about planned changes (mock exams, timetable shifts) in advance
• encourage staff not to change plans at the last minute unless absolutely necessary

A short staff briefing like:

“Next week we will change period 3/4 slightly. Please tell students today, and remind them in the morning.”

can make a huge difference to students who rely on predictability.

Teacher Actions

Even without formal SEN training, individual teachers can make their classrooms more inclusive through clear, calm lessons, observation, and peer-support structures.

These actions support autistic learners and many others.

Clear, Calm Lessons

Key elements:

• Clear beginnings: students know what to do as soon as they enter.
• Clear steps: each task is broken down and visible.
• Clear endings: there is a predictable way to finish and pack away.

Example structure:

1. Greet at door
2. “Now do” starter task on the board
3. Teacher recap of previous learning
4. New learning explained with example
5. Student practice in short steps
6. Quick review / exit question

Teachers can ask: “Would a student who finds change and language hard understand what to do right now?” If not, what can I clarify?

Observing and Adapting

Teachers are constantly gathering information. The goal is to turn observation into small, manageable adaptations.

Observation prompts:

• Who is always confused when we change activity quickly?
• Who gets very quiet in group work?
• Who reacts strongly to noise?
• Who rarely starts work without extra prompting?

Adaptations might include:

• giving that student the instructions in writing
• seating them in a calmer area
• checking understanding privately rather than in front of peers
• warning them before transitions (“In 3 minutes we will stop and share answers.”)

Again, this is not diagnosis. It is responsive teaching – the same principle that underpins Classroom Strategies for Autistic Learners.

Peer-Support Structures

Peers can be powerful supports if the structure is clear.

Examples:

• Talk partners: each student has a consistent partner for pair work.
• Buddy roles: one student helps another with materials or copying from the board.
• Group roles: in group work, students rotate roles like “reader”, “writer”, “timekeeper”, “checker”.

This helps autistic learners because:

• they know what their role is
• they are not left guessing how to join in
• support comes from peers as well as adults

Teachers should be careful not to always give the same child the “helper” role or the “needs help” role. Rotate so dignity is preserved.

Bringing It Together: Whole-School and Classroom

Leadership builds the framework.
Teachers bring it to life.

– Leaders: set 2–3 key routines, model language, plan predictable transitions.
– Teachers: use UDL principles, adapt instructions, build peer support.

Neither group needs specialist equipment. Both need:

• shared understanding of autistic and other diverse learners
• willingness to ask “What about the environment can we change?”
• commitment to consistency rather than one-off “projects”

Quick Reference: Whole-School Predictability Checklist

Use this in leadership or staff meetings:

Arrival & Start of Day

• [ ] Do students know what to do when they arrive?
• [ ] Are staff at key points (gate, corridor) using calm, consistent routines?

Lessons

• [ ] Is there a shared “start of lesson” routine across most classrooms?
• [ ] Are expectations for noise and movement similar between teachers?
• [ ] Do teachers use simple, visible steps for tasks?

Transitions & Events

• [ ] Are students warned about major changes in advance?
• [ ] Do assemblies and exams follow predictable patterns?
• [ ] Are there calmer options for students who struggle with crowds?

Staff Culture

• [ ] Do staff talk about students in terms of needs and support, not fixed labels?
• [ ] Do teachers feel they can ask for help to adjust routines?
• [ ] Is there time (even short) for staff to share what works?

If many answers are “yes” or “we’re working on it”, your school is already building an inclusive foundation. The next chapter on Classroom Strategies for Autistic Learners will show how to plug detailed techniques into this whole-school framework.