Inclusive Teaching
Inclusive teaching is not an optional extra in Bangladesh—it is essential to ensure every child, regardless of disability, background, or mental health status, can thrive in school. Research from UNICEF, WHO, and academic studies highlights how many children with special education needs remain excluded, and how COVID-19 and mental health challenges have widened the gap. This page brings together the latest evidence, free resources, and reflection tools for teachers who want to build inclusive classrooms.
Understanding Special Education Needs in Bangladesh:
Bangladesh has a growing focus on inclusive education, but large numbers of children remain underserved. UNICEF data suggests around 7% of children (ages 2–17) face functional difficulties in at least one area, from vision and hearing to learning and behaviour. Yet diagnosis is limited—most schools, particularly in rural areas, lack systems to identify dyslexia, autism, or anxiety. Understanding these needs is the first step toward inclusive teaching.
Impact of COVID-19 on Learning:
The COVID-19 pandemic disrupted education for 37 million children in Bangladesh. Remote learning reached only about one-third of students, with children with disabilities among the hardest hit due to inaccessible platforms and lack of support. Schools now face the urgent challenge of helping these learners recover lost progress while addressing the emotional and social toll of lockdowns.
Mental Health Challenges:
Recent studies show that one in four adolescents in Bangladesh experiences moderate to severe depression or anxiety. Yet most schools have no counselors or structured support. Teachers are often the first to notice signs of stress, bullying, or disengagement, making it vital to integrate mental health awareness into daily classroom practice.
