Education for Disabled Children in Bangladesh: Perceptions, Misconceptions and Challenges

Abstract

Despite having specific policy, laws and services, disabled children in Bangladesh are facing troubles in obtaining education. Poverty, limited institutional services, lack of trained teachers, weak academic support, etc. are the most common visual causes behind their physically challenged conditions but the root causes remains hidden in our social system. The paper describes as to how people view the concept, educational need and importance of the disabled children while considering existing social, cultural and religious misconceptions and stigmas. Besides, opinion of the respondent are also described here. Based on quantitative research method, the data was collected from disabled children, their parents and their teachers through interviews and observation of the researchers. The findings reveal that majority of the population considered in the study are still maintaining different attitudes. Moreover, religious and cultural trends are not in favour of the disabled children. Families are found more attentive and sensitive but external supports are not appropriate to ensure their educational rights with harmony. Even disabled children often fail to receive proper cooperation and mental support from their institutions, society and from their parents. However, changes are visible but at a slower pace, and this trend should be speeded up. The paper also probes for the opinions and suggestions of the parents and teachers to overcome those barriers and limitations. The study was conducted in the Sylhet city of Bangladesh covering general and specialised schools where disabled children attend.