Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms
Journal Title: International Journal of Instruction - Year 2013, Vol 6, Issue 1
Abstract
Inclusive education (IE) has been recognized as a key strategy to ensure education for all in the developing world for the last two decades. As a developing country, Bangladesh is striving to address IE by undergoing various initiatives such as policy reform, awareness creation and teacher development. This paper based on a qualitative approach attempts to explore pre-service teachers’ responses to include students with special educational needs (SEN) in regular classrooms in primary schools. A one-on-one interview was conducted with 20 pre-service teachers who were enrolled in a teacher education program of one public university in Bangladesh. The findings revealed from the study indicate that majority of the pre-service teachers have unfavourable attitudes to include students with SEN in regular classrooms. Misconception and lack of knowledge about disabilities are revealed from most of the pre-service teachers’ responses. Further large class size, high workloads, inflexible curriculum policy of primary education and inadequate experiential learning facilities of teacher education program are identified as barriers to IE reform. Several issues are discussed as implications in order to promote better inclusive practices in regular primary education.
Authors and Affiliations
Md. Saiful Malak
Keywords
Related Articles
- EP ID EP87260
- DOI -
- Views 116
- Downloads 0
School Effectiveness at Primary Level of Education in Relation to Classroom Teaching
The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-e...
Computer Assisted Project-Based Instruction: The effects on Science Achievement, Computer Achievement and Portfolio Assessment
Computer Assisted Project-Based Instruction: The effects on Science Achievement, Computer Achievement and Portfolio Assessment
Travailler Ensemble: Comment les Étudiants Apprennent et les Enseignants Enseignent dans les Environnements d'Apprentissage Collaboratifs
L’Apprentissage actif en mathématiques et en sciences (ALMS) était un programme de développement professionel de six mois face-à-face pour les enseignants de mathématiques et de sciences de collège effectués entre...
Analysis of 100 Years of Curriculum Designs
Fifteen historical and contemporary curriculum designs were analyzed for elements of assessment that support student learning and inform instructional decisions. Educational researchers are purposely paying attent...
Pré-entretenez la Connaissance de Contenu de Mathématiques de Professeurs des écoles : un Prophète de la Performance de Mathématiques d'Élèves de sixième
Cette étude a examiné la connaissance de contenu de mathématiques de professeurs de pré service élémentaires à un niveau de sixième(de sixième année). Le chercheur a administré un test de mathématiques sur des élèves d...