Inclusive Education at Primary Level: Role of Head Teachers

NAEM Journal, 4 (8), 70-81 (2009)

Posted: 24 Sep 2019

See all articles by A B M AHASAN RAQIB

A B M AHASAN RAQIB

Institute of Education and Research, University of Dhaka

Date Written: 2009

Abstract

Over the last few decades, the world has produced a number of declarations and agreements to provide an inclusive society for all as an output of inclusive education. Bangladesh is not behind other developed countries in enacting laws and declarations in favor of inclusive education, but a lack of resources is the main barrier in implementing inclusive education. Though special education and integrated education models exists 89% of children with disabilities are not in education in Bangladesh (Ahsan and Burnip, 2007). It is premised that educational administrators are key personnel to improve the situation. The objective of this research was to analyze the existing policies of inclusive education and to better understand the role of administrators in the management of inclusive education for special and normal children. The qualitative approach was used in the study. The key informants consisted of five sources: national and international commitments, twenty assistant teachers, ten headteachers, five parents, and school observation. The data collections and instruments used were documents, a tape recorder, field notes, in depth-interview and observation. It was found, there are several policies which are supporting to ensure the education of special needs children (disabled in particular). Most of the headteachers have negative approach towards the inclusion of the special needs learners with normal children. They do not pay enough attention to the issue. No initiative has been seen in order to enroll special children in the school. Those of disabled children who have already admitted into the school, do not get enough attention from school personnel. Even parents of those special needs children are not aware of their children’s needs. Most of them (parents) think that special school will be a perfect place for their children. School and Classroom environment is not healthy. And there is no special setting for them. Findings of the study lead to some recommendations which will give guideline to researchers, policymakers and professionals who are engaged in this field.

Suggested Citation

RAQIB, A B M AHASAN, Inclusive Education at Primary Level: Role of Head Teachers (2009). NAEM Journal, 4 (8), 70-81 (2009), Available at SSRN: https://ssrn.com/abstract=3453622

A B M AHASAN RAQIB (Contact Author)

Institute of Education and Research, University of Dhaka ( email )

University of Dhaka
Nilkhet
Dhaka, 1000
Bangladesh

HOME PAGE: http://www.du.ac.bd/faculty/faculty_details/IER/2444

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