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Policy and School Improvement Guidance

Policy and School-Improvement Guidance

Inclusive teaching is not just about what happens in the classroom—it requires school leadership and policy frameworks that create lasting change. Strong policies ensure accountability, direct resources where they are needed most, and give teachers the support to meet every learner’s needs.

Inclusive School Policies

📌 Save the Children Inclusive Education Toolkit

  • What it recommends: Schools should establish written policies that make inclusion a core priority. This includes ensuring physical accessibility, adapting curricula, and building systems where children with disabilities can thrive. Parental involvement is essential—families should be partners in decision-making and progress monitoring.

  • Why it matters: A school policy provides the accountability framework. It signals to staff, parents, and the wider community that inclusion is not optional but central to quality education.

Data Collection and Reporting

📌 UNICEF/Washington Group Child Functioning Module – Teacher Version

  • What to do: Schools should integrate the CFM-TV into their Education Management Information Systems (EMIS) to track students with functional difficulties.

  • Why it matters: Data drives smart decision-making. By knowing how many children have needs in areas such as vision, mobility, learning, or behaviour, schools can allocate resources, plan targeted teacher training, and ensure no group is overlooked.

Creating School-Based Mental-Health Services

📌 NAMI – Mental Health in Schools

  • What to do: Schools should advocate for the appointment of counselors, psychologists, and social workers as part of their core staff. At the same time, all teachers should be trained to recognise mental-health warning signs and know how to refer students for help.

  • Why it matters: Studies in Bangladesh show high levels of depression and anxiety among adolescents, yet most schools have no structured mental-health provision. Integrating services into schools reduces stigma, ensures early intervention, and improves attendance and learning outcomes.

Emergency and Remote-Learning Preparedness

📌 UNESCO/UNICEF Online Training Package

  • What to do: Schools must adopt inclusive preparedness plans for emergencies, whether pandemics, floods, or cyclones. Plans should include:

    • Offline and printed materials for learners without internet

    • Captioning and sign-language interpretation for digital lessons

    • Device-sharing schemes for low-income families

  • Why it matters: Bangladesh’s 2020–21 school closures left millions of children disconnected. Remote-learning systems that are accessible and inclusive ensure education continues even in times of crisis.

Why Leadership Matters

Inclusive teaching requires leadership that sets the tone and ensures the framework is in place to deliver:

  • Policies that hold the school accountable for inclusion

  • Data systems that reveal hidden needs

  • Investment in mental-health and well-being services

  • Preparedness plans that keep every child connected to learning

Without strong leadership, inclusion remains an aspiration. With it, schools can create cultures of belonging where every learner is valued and supported

Empower your Teaching, Transform your Future