Skip to main content
Diagnostic and Screening Tools for Inclusive Teaching in Bangladesh – EBTD

Diagnostic and Screening Tools for Inclusive Teaching in Bangladesh (BD)

Early identification of learning difficulties and special educational needs is the cornerstone of inclusive education. These tools help teachers spot challenges early and respond effectively — so more learners can participate and succeed.

Important note: These tools support teacher observation and early action. They are not a replacement for medical or psychological diagnosis. Their purpose is to guide evidence-informed classroom response and timely referral.

Start with structured identification tools

Teacher tool

UNICEF / Washington Group Child-Functioning Module – Teacher Version (CFM-TV)

A short set of questions to help teachers identify functional difficulties across seeing, hearing, mobility, communication, learning, and behaviour — suitable for large classes and limited resources.

Who it’s for: learners aged 5–17. Use it to guide observation, inform internal review, and strengthen referral decisions.

Access the CFM-TV

Community data

MICS Child-Functioning Module (community level)

A complementary approach used in surveys and enrolment mapping to identify functional difficulties in the community. Useful for clusters, NGOs, and education offices planning inclusion at scale.

Why it helps: supports district-level planning, resource targeting, and coordination across agencies.

Explore the MICS module

Screeners that support classroom response

Learning differences

Basic learning difficulty screeners (observation checklists)

Simple checklists can help teachers notice patterns linked to literacy, numeracy, and attention. They do not diagnose, but they can trigger sensible adaptations and evidence-based referral.

Suggested companion resource: Understood.org for teacher-facing guidance.

Access BDA checklists

Teacher guidance

Understood.org – teacher resources for learning and attention needs

Practical, accessible guidance on supporting learners with dyslexia, dyscalculia, ADHD and related needs, including classroom strategies teachers can apply without specialist equipment.

Best use: pair with your own classroom observation notes and routine checks-for-understanding.

Explore Understood.org

Mental-health warning signs and referral culture

Well-being and safeguarding

Mental-health warning signs guide (school context)

Teachers are often first to notice disengagement, mood shifts, or sudden drops in performance. A clear framework helps staff record concerns consistently, reduce stigma, and refer appropriately.

Use in Bangladesh: adapt the indicators into a simple staff checklist and agree a clear referral pathway (who, when, how).

View mental-health guidance

How these tools strengthen inclusive schools

When used responsibly, these tools help schools move from reactive support to proactive inclusion. They help schools to:

  • Identify needs early and adapt teaching before learners fall behind.
  • Empower teachers to notice patterns and respond with realistic strategies.
  • Gather consistent evidence that informs SEN planning, policy decisions, and resource requests.
  • Collaborate effectively with parents, NGOs, and relevant services for referral and support planning.
  • Reduce stigma by framing additional needs and well-being as shared school responsibilities.

Used well, diagnostic and screening tools support the first step of inclusion in Bangladesh: recognising needs early and responding with clarity, dignity, and practical classroom support.