Teaching speech-delayed children in inclusive English medium preschools in Dhaka: strategies, challenges, and institutional support

Abstract

Supporting children with speech delay is a critical concern in early childhood education, especially in inclusive classroom environments. This study explores how English-medium preschool teachers in Dhaka teach and support speech-delayed children within inclusive settings. The study investigates three key areas- the teaching strategies employed by teachers, the challenges they face while working with speech-delayed children, and the institutional support available to them. A qualitative research approach was used to conduct this study. Data was collected through semi-structured interviews with two preschool teachers and classroom observations of their teaching practices. Thematic analysis of the data revealed that teachers employed various inclusive strategies such as individualized attention, use of non-verbal communication, visual aids, multisensory teaching, peer support, and regular guidance for parents. Teachers demonstrated creativity and adaptability in their methods despite notable challenges. These challenges included large class sizes, behavioral issues, lack of specialized training, limited resources, and inconsistent parental cooperation. Although institutional support was limited, teachers expressed the need for smaller class sizes, recruitment of special educators, and increased parental involvement. This study has implications for teacher training, curriculum planning, and policy support for inclusive education. It contributes to a deeper understanding of current classroom practices, teacher needs, and areas for systemic improvement to better support speech-delayed children in English medium preschools.