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Literature to Read on Inclusive Education in Bangladesh

Literature to Read on Inclusive Education in Bangladesh

Understanding the current state of special education needs in Bangladesh is essential for building inclusive schools. The studies below highlight the types of challenges children face, the barriers to diagnosis, the effects of COVID-19, and the impact of mental health and socio-economic pressures on learning.

Teachers can use this evidence base in three practical ways:

  1. Awareness – Build a clear picture of the scale and types of need in Bangladesh (e.g., dyslexia, autism, depression, poverty-related barriers).

  2. Reflection – Compare these challenges to what you see in your own classrooms, and identify which groups of learners may be silently excluded.

  3. Action – Use the findings to adapt your teaching, advocate for school-level policies (like screening, mental health support, or disaster preparedness), and connect students to local or NGO services.

Key Readings

  • Majority of children with disabilities in Bangladesh not enrolled in formal education – The Daily Star
    Read article

  • Country Profile – Bangladesh (MICS & UNICEF data on disability, learning, and child functioning) – UNICEF
    Read report

  • Prevalence of Dyslexia in Primary Schools in Dhaka: Its Effects on Academic and Social Life – International Journal of Advanced Research
    Read study

  • UNICEF concerned that more than half of children with disabilities in Bangladesh do not go to school – UNICEF Bangladesh
    Read press release

  • Data on the Situation of Children in Bangladesh – UNICEF Bangladesh
    Explore data

  • The future of 37 million children in Bangladesh is at risk with their education severely affected by the COVID-19 pandemic – UNICEF & UNESCO
    Read statement

  • WHO Special Initiative for Mental Health: Bangladesh Country Report – World Health Organization
    Read report

  • Prevalence of Depression, Anxiety and Associated Factors among School-Going Adolescents in Bangladesh – PubMed
    Read article

  • Troubled: Mental Health Challenges of Our School Children – The Daily Star
    Read opinion piece

  • Improving Students’ Mental Health in Bangladesh – UNICEF
    Read report

  • Disaster and Education: Impact of Flood on School-Going Children in Keshabpur Upazilla – ResearchGate
    Read study

Reflection & Discussion Questions for Teachers

Use these questions in staff meetings, workshops, or professional learning communities:

  • Diagnosis and Awareness: What systems (formal or informal) do we currently have in place to identify children with special education needs? How might tools like the UNICEF Child Functioning Module be used in our school?

  • Teaching Practice: How can we adapt lesson planning to better include learners with dyslexia, autism, or anxiety? What small changes could make lessons more accessible tomorrow?

  • COVID-19 Learning Loss: What gaps in learning did we notice in our students post-pandemic, and which groups of children were most affected? How can we build recovery plans with these learners in mind?

  • Mental Health: What signs of stress, depression, or anxiety do we see in our students? How might we respond as teachers, and when should we seek additional support?

  • Equity and Inclusion: How do poverty, child labour, or early marriage impact learners in our community? What role can our school play in preventing dropouts or re-engaging these children?

  • School Policy: Which inclusive practices (like peer support groups, flexible assessment, or counselling) could be realistically implemented in our school within the next year?