Perceptions of special educator towards inclusive education in Dhaka, Bangladesh

Abstract

The objective of this study was to explore the perceptions of special education teachers in Dhaka about inclusive education, as well as the challenges they face and the methods they use to overcome them. The main instrument for data collection for this qualitative descriptive study was a semi-structured questionnaire. Ten special education teachers from two inclusive schools in Dhaka city participated in interviews using both closed-ended and openended questions. According to the results, most teachers had a positive view of inclusive education and understood how it could enhance the inclusion of children with disabilities. They also highlighted several barriers such as inadequate financial support, lack of expert advice, and lack of government training in inclusive approaches. These observations emphasize that focused professional development, better resource allocation, and legislative changes are needed to encourage inclusive practices. Students with disabilities can be integrated into regular classrooms and a more supportive learning environment can be created by putting these strategies into practice.