Teachers’ perceptions of their readiness for inclusive early childhood education in government primary schools of Bangladesh

Abstract

This qualitative study explores the readiness and pedagogical practices of Early Childhood Education (ECE) teachers regarding inclusive education in Kulaura, Moulvibazar. While national policy promotes inclusion, a significant gap remains between intent and classroom reality in these resource-constrained settings. Data were collected through in-depth interviews with six teachers and three classroom observations, using purposive sampling to capture diverse professional experiences. Findings reveal a dichotomy between conceptual understanding and technical competency. While teachers demonstrated strong emotional commitment, they expressed technical hesitation due to a lack of specialized training. To bridge this gap, teachers utilized relational strategies like the Friendship Method (peer-led inclusion) and Pedagogical Patience as proxies for formal resources. However, high student-teacher ratios often led to structural detachment, forcing a return to rote learning. The study concludes that individual willingness cannot succeed without systemic support. Key recommendations include practical, disability-specific professional development, the appointment of assistant teachers to manage large classes, and context-specific resources for remote schools to ensure effective inclusive practice.