Inclusive Teaching | Leadership & Systems (Bangladesh BD)

Policy and School-Improvement Guidance for Inclusive Teaching in Bangladesh (BD)

Inclusive teaching does not happen by chance. It depends on leadership decisions, clear policies, strong data systems, and deliberate implementation that give teachers the conditions they need to succeed.

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.

This page brings together evidence-informed guidance, leadership tools, and system-level resources to help schools in Bangladesh build inclusive cultures that support every learner — and protect teacher workload.

EBTD leadership frameworks

Start with leadership: tools that make inclusion workable

Self-review framework

BRIDGE: Inclusion & Access

A structured self-review to help schools examine access, belonging, and equity — adapted for Bangladeshi contexts.

Use the framework

Self-review framework

BRIDGE: Personal Development & Well-Being

Helps schools strengthen well-being, belonging, and resilience through curriculum and wider school life — not only exams.

Explore the framework

Leadership practice

EBTD Leadership Behaviours

The behaviours that make change stick: clarity, trust, consistency, and implementation discipline.

View leadership behaviours

Implementation guidance

Effective Implementation

Evidence-based guidance to move from plans to practice — avoiding initiative overload and protecting staff capacity.

Read implementation guidance

Policy and system priorities for inclusive schools

Policy framework

Inclusive school policies

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.

View toolkit

Data & reporting

Data collection and reporting

Schools should integrate tools such as the Child Functioning Module (Teacher Version) into EMIS systems to identify functional difficulties, plan support, and ensure no group of learners is overlooked.

Explore the CFM-TV

Well-being systems

School-based mental-health services

Schools should advocate for counsellors, psychologists, and social workers as core staff, while training all teachers to recognise mental-health warning signs and refer students appropriately.

View guidance

System resilience

Emergency & remote-learning preparedness

Inclusive preparedness plans should cover pandemics, floods, and cyclones — including offline materials, accessibility features for digital lessons, and practical support for low-income families.

Access training package

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.