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Diagnostic and Screening Tools

Diagnostic and Screening Tools

Early identification of learning difficulties and special education needs is the cornerstone of inclusive teaching. The following tools can help teachers and school leaders in Bangladesh detect challenges early and respond effectively.

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

📌 Access the Teacher Version

The CFM-TV is a set of 20 short questions that teachers can use to identify difficulties in domains such as seeing, hearing, mobility, cognition, behaviour and emotions.

  • Who it’s for: Children aged 5–17

  • How to use it: Teachers complete the questionnaire based on classroom observations. It can be integrated into school surveys or even into Education Management Information Systems (EMIS).

  • Why it helps: Provides an evidence-based, low-cost way to identify children who may need additional support, ensuring no learner is overlooked.

MICS Child-Functioning Module

📌 Explore the MICS Module

The Multiple Indicator Cluster Survey (MICS) tool adapts the Washington Group questions for community-level use. It screens for difficulties in vision, hearing, mobility, learning, communication, behaviour, and emotional well-being.

  • Who it’s for: Large-scale community surveys and school-cluster studies

  • How to use it: NGOs, government or school clusters can apply the questions during household or school enrolment surveys.

  • Why it helps: Builds a community-wide picture of children with functional difficulties, guiding resource allocation and targeted support.

Basic Learning Disorder Screeners

📌 British Dyslexia Association Free Checklists
📌 Understood.org Teacher Resources

Simple screening checklists can help spot potential cases of dyslexia, dyscalculia, and ADHD.

  • Who it’s for: Classroom teachers and school SEN coordinators

  • How to use it: Teachers complete the checklists based on classroom work samples and student behaviour. These do not replace diagnosis but provide a basis for referral.

  • Why it helps: Early screening ensures children with hidden learning disorders are referred for assessment and receive targeted teaching strategies sooner.

Mental-Health Warning Signs Guide

📌 NAMI – Mental Health in Schools

Research shows that 1 in 6 youths experience a mental health disorder. Teachers are often the first to notice the signs.

  • Who it’s for: All teachers, especially in secondary schools

  • How to use it: Schools can adapt NAMI’s guidance into a Bangladesh-specific checklist highlighting red flags such as persistent withdrawal, changes in behaviour, unexplained irritability, or loss of concentration. Teachers then refer to school leadership or local services.

  • Why it helps: Equips teachers to recognise anxiety, depression, or behavioural issues early, reducing stigma and preventing dropouts.

👉 How this section helps your school:
By embedding these tools into daily practice, schools can:

  • Spot difficulties earlier and respond before children fall too far behind.

  • Train staff to feel confident in identifying hidden learning needs.

  • Collect evidence that informs school policies and resource planning.

  • Strengthen partnerships with parents, NGOs, and health services for referral and support.