Addressing Barriers to Inclusion: Challenges and Recommendations for Inclusive Primary Education in Bangladesh

. Despite policy commitments to inclusive education, significant barriers hinder its true realization in Bangladesh, particularly at the primary level. This research utilizes secondary data analysis to comprehensively identify and examine these challenges, drawing insights from official reports, academic literature, and stakeholder interviews. The study investigates four primary domains: policy and infrastructure, teacher preparedness and practices, attitudes and awareness, and accessibility and support mechanisms. Findings reveal systemic limitations in infrastructure and resource allocation, inadequate teacher training in inclusive pedagogies, persisting negative attitudes towards diverse learners, and insufficient support services for children with disabilities and marginalized backgrounds. Drawing on these insights, the paper proposes multi-pronged recommendations across each domain, advocating for: 1) strengthened policy frameworks and resource allocation, 2) comprehensive teacher training in inclusive practices and differentiated instruction, 3) community-based awareness campaigns on inclusion and diversity, and 4) improved accessibility measures in schools and learning materials. The research emphasizes the need for collaborative efforts at national, local, and school levels to dismantle identified barriers and create a truly inclusive primary education system in Bangladesh, ensuring equitable access and quality learning for all children.


INTRODUCTION
The concept of inclusive education in Bangladesh stems from its commitment to international declarations like the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994) and the Education for All movement ( UNESCO, 1990).These frameworks advocate for an education system that caters to the individual needs of all learners, irrespective of their abilities or backgrounds.While Bangladesh has adopted policies and established frameworks to operationalize inclusive education, translating these into effective classroom practices remains a complex undertaking (Ambia & Rahman, 2021).Bangladesh has made notable strides in expanding primary education access, achieving a net enrollment rate of 96.8% in 2019 (UNESCO, 2020).Despite this progress, ensuring equitable and inclusive education for all remains a critical challenge.Children with disabilities (CWDs), children from marginalized communities, and those from geographically isolated areas continue to face significant barriers to accessing and participating meaningfully in primary education (Bari & Kabir, 2017;Haque, 2018).
Understanding the challenges impeding inclusivity at the primary level necessitates examining various interlinked factors.Studies highlight inadequate teacher training as a crucial hurdle (Ambia & Rahman, 2021;Kabir & Chowdhury, 2015).The majority of primary school teachers lack the specialized skills and knowledge required to effectively support students with diverse learning needs (Kabir & Chowdhury, 2015).Consequently, classrooms often struggle to adapt to cater to individual learning styles and paces, potentially excluding and marginalizing certain students (Ambia & Rahman, 2021).Furthermore, resource constraints pose a significant challenge.Schools typically lack specialized equipment, teaching materials, and assistive technologies necessary to cater to students with disabilities (Malak et al., 2014).Additionally, the traditional, inflexible curriculum designed for mainstream students often fails to accommodate the diverse needs of children with learning difficulties (Islam et al., 2018).This rigid structure can hinder teachers' attempts to personalize learning and can further disadvantage students who require alternative approaches (Karim, 2019).Beyond the educational system itself, societal attitudes and misconceptions about disabilities can also impede inclusivity.Stigma and negative perceptions surrounding diverse learning needs can lead to social exclusion and discrimination against children with disabilities, hindering their access to and participation in education (Ahmed et al., 2017).Addressing these ingrained societal biases is crucial for creating a truly inclusive learning environment.
Despite the growing importance of inclusive education, there remains a noticeable research gap in the context of Bangladesh, particularly concerning the intricate interplay between teacher training, resource constraints, and societal attitudes within the realm of inclusive primary education.A comprehensive examination of these factors is essential for the effective implementation of inclusive practices, yet the existing literature falls short in providing nuanced insights into their interconnected dynamics.
Furthermore, the absence of specific attention to the interaction between these key elements obscures potential synergies or conflicts that may arise, impeding the development of targeted interventions and policy recommendations.The research community has not yet sufficiently addressed how teacher training programs can effectively navigate resource constraints while simultaneously addressing societal attitudes to create an inclusive learning environment.

Aim And Objectives
This study aims to comprehensively examine the challenges faced in implementing primary-level inclusive education in Bangladesh.By building upon existing research and utilizing a multifaceted approach, the study seeks to achieve the following objectives: (1) To comprehensively assess the current state of inclusive education at the primary level in Bangladesh; (2) To identify and unpack the multifaceted challenges hindering effective inclusion; (3) To develop a set of actionable recommendations for addressing the identified challenges.

Literature Review
The pursuit of inclusive education, ensuring quality education for all learners regardless of their abilities, is a global endeavor.Bangladesh, with its significant progress in education access, has embarked on the journey towards inclusive primary education, facing unique challenges shaped by its socio-cultural context and resource limitations.This literature review delves into these challenges, drawing insights from existing research and reports.

Unfulfilled Needs of Children with Special Needs (CWSN)
A glaring challenge lies in the inadequate support for CWSN's diverse needs.Ambia and Rahman (2021) highlights the lack of specialized teachers, assistive technology, and appropriate teaching materials, hindering effective learning for children with disabilities.This echoes findings by Haque (2018), who emphasizes the need for individualized education plans (IEPs) tailored to CWSN's specific requirements, often absent in Bangladeshi classrooms.

Unfriendly Learning Environments
The physical environment of schools poses another hurdle.Many schools lack accessible infrastructure, with inadequate ramps, toilets, and transportation facilities, as discussed by Sarker et al. (2019).This creates physical barriers for children with mobility impairments, further marginalizing them from the learning process.Additionally, the traditional classroom setting, with its emphasis on uniformity and standardized teaching methods, fails to cater to the diverse learning styles and needs of CWSN (Hossain, 2017).

Inadequate Resources and Curriculum
The scarcity of resources dedicated to inclusive education significantly hinders its implementation.Insufficient funding for specialized equipment, teaching aids, and professional development for teachers leaves many schools ill-equipped to support CWSN (UNESCO, 2019).Furthermore, the curriculum, designed primarily for mainstream students, often proves inflexible and fails to accommodate the diverse learning needs of CWSN (Ahmed et al., 2016).

Misinterpretation and Mismanagement
The lack of clear understanding and effective implementation of inclusive education policies is a major concern.Studies by Khan and Rahman (2015) reveal inconsistencies in interpreting policy guidelines at the local level, leading to confusion and inconsistent practices across different schools.Additionally, inadequate monitoring and evaluation mechanisms hinder accountability and fail to identify and address shortcomings in implementation (The Daily Star, 2020).

Limited Societal and Political Support
The social stigma surrounding disabilities and the lack of awareness about inclusive education further impede progress.Negative societal attitudes towards CWSN can lead to exclusion and discrimination, hindering their access to and success in education (Sarker et al., 2019).Additionally, limited political will and inadequate funding allocation from the government constrain resources and hinder the effective implementation of inclusive education initiatives (Ambia and Rahman, 2021).

Research Gap
While significant efforts have been made towards inclusive primary education in Bangladesh, research still grapples with significant gaps in understanding the multifaceted barriers to inclusion.Existing research often focuses on individual factors, such as teacher training or resource limitations, in isolation.This fragmented approach fails to capture the complex interplay between these factors within the broader social context.

Specific gaps in existing research:
Limited understanding of the interrelationship between teacher training, resource constraints, and societal attitudes; Inadequate attention to context-specific challenges; Existing research often treats different groups facing barriers (e.g., children with disabilities, girls, children from marginalized communities) as distinct categories; and Scarcity of longitudinal studies.

Addressing these gaps
This research aims to fill these critical gaps by investigating the interconnectedness of teacher training, resource constraints, and societal attitudes as they influence inclusion in Bangladeshi primary schools.By adopting a context-specific and intersectional approach, the study will offer nuanced insights into the challenges faced and develop culturally relevant recommendations for policy and practice.Additionally, the research will incorporate longitudinal elements to provide a more comprehensive understanding of the long-term implications of different approaches to promoting inclusion.

METHODS
This research employed a qualitative, secondary sources analysis methodology to investigate the challenges faced in primary level inclusive education in Bangladesh.The objective was to gain a comprehensive understanding of existing knowledge and identify critical gaps in this area.
The analysis focused on a diverse range of secondary sources, including: (1) Policy documents and official reports: This included national education policies, government reports on inclusive education initiatives, and relevant publications from international organizations like UNESCO; (2) Peer-reviewed academic literature: Scholarly articles, book chapters, and conference proceedings published in reputable journals or presented at international conferences were selected, focusing on inclusive education in Bangladesh and similar contexts; (3) Non-governmental organization (NGO) reports and publications: Reports and research conducted by NGOs active in the field of inclusive education in Bangladesh provided valuable insights from grass-roots level experiences.
While this methodology offers valuable insights, it is essential to acknowledge its limitations.As a secondary sources analysis, this research relies on pre-existing data, potentially overlooking nuances or details not captured in these sources.Additionally, the selection of sources, despite careful criteria, could involve inherent biases.By employing a rigorous secondary sources analysis methodology, this research aims to contribute a comprehensive understanding of the challenges faced in primary level inclusive education in Bangladesh, paving the way for further research and informed policy interventions.

Policy Framework and Commitments
Bangladesh has made significant strides towards realizing inclusive education at the primary level.The journey began with its commitment to the Education for All (EFA) movement in 1990, followed by the Salamanca Statement and Framework for Action on Special Needs Education in 1994 (UNESCO, 1994).These international declarations laid the groundwork for national policy development, culminating in the National Education Policy (NEP) 2012 (Ministry of Education, 2012).The NEP emphasizes inclusivity and outlines strategies for catering to diverse learners, including children with disabilities (CWDs).

Institutional Development
The Directorate of Primary Education (DPE) has established dedicated units for inclusive education, such as the Inclusive Education Unit and the Resource Centre for Inclusive Education.These units provide technical support to schools and teachers in implementing inclusive practices.Accessibility Infrastructure, A 2021 government survey showed 48% of primary schools were fully accessible to CWDs (Ministry of Primary and Mass Education, 2021).Specialized Classrooms, despite efforts to establish resource rooms, data from the same survey revealed a deficit of over 5,000 rooms nationwide, hindering individualized support for CWDs (Ministry of Primary and Mass Education, 2021).

Teacher Training
The government has initiated various programs to equip teachers with the necessary skills and knowledge to effectively cater to CWDs.These programs include pre-service and inservice training modules on inclusive pedagogy, assessment, and assistive technologies.Specialized Trainings, 38% of primary school teachers had received any form of disability awareness or inclusion training (Siddik & Kawai, 2018).Training Effectiveness, among trained teachers, a 2022 survey by Unicef Bangladesh indicated that 42% felt adequately equipped to cater to diverse needs (Unicef Bangladesh, 2022).

Resource Mobilization
The government has allocated additional resources for inclusive education, including funding for infrastructure development, assistive devices, and learning materials.Additionally, partnerships with NGOs and international organizations have further supplemented resource availability.Private Sector Engagement, despite ongoing efforts, partnerships with private entities for inclusive education resources remain limited, contributing to a resource gap.Funding Transparency: A 2022 transparency report by Transparency International Bangladesh highlighted concerns about budget utilization and resource tracking within inclusive education programs (Ahmed, 2023).

Awareness Raising
Advocacy campaigns and community engagement initiatives have contributed to raising awareness about inclusive education and promoting positive attitudes towards CWDs.This has fostered a more inclusive school environment for all learners.Social Stigma, Studies have shown continued social stigma surrounding disabilities, with 45% of respondents in a 2021 survey expressing positive attitudes towards CWD education (Ambia & Rahman, 2021).Parental Involvement, A 2022 UNICEF report indicated medium level of parental participation in school committees, limiting community engagement in promoting inclusive practices (UNICEF Bangladesh, 2022).
In addition, some initiatives show promising results.For example, teacher training participation has increased, with a 25% rise in workshop attendance compared to 2019 (Ministry of Primary and Mass Education, 2023).Additionally, accessibility modifications have been implemented in over 1,500 schools since 2020 (Ministry of Primary and Mass Education, 2023).These data showcase the complex landscape of inclusive education in Bangladesh.While commendable efforts are underway, quantitative assessment reveals critical gaps that require targeted interventions.Policy refinements, strengthened implementation mechanisms, and datadriven resource allocation are crucial to translate legislative frameworks into tangible progress for CWDs.Continuous capacity building for teachers, coupled with sustained awareness campaigns and community engagement, hold the key to achieving an inclusive and equitable primary education system in Bangladesh.

Ongoing Gaps
Despite these achievements, significant gaps remain in implementing inclusive education effectively at the primary level.Key gaps include: (1) Inadequate Infrastructure, many schools lack accessible classrooms, toilets, and learning materials, hindering CWDs' participation.(2) Teacher Training Deficiencies, while training initiatives exist, they often lack comprehensiveness and practical application, leaving teachers unprepared to address diverse learning needs.(3) Curriculum Adaptation, the rigid curriculum poses challenges for teachers in adapting it to cater to CWDs' individual learning styles and pace.(4) Limited Assistive Technologies, Access to assistive devices for CWDs, such as hearing aids, Braille materials, and specialized software, remains limited.( 5) Social Stigma and Discrimination, Negative attitudes towards CWDs within communities and schools can hinder their inclusion and full participation.(6) Monitoring and Evaluation, Robust mechanisms for monitoring and evaluating the effectiveness of inclusive education programs are lacking, making it difficult to track progress and identify areas for improvement.

Framing Legal Framework of Inclusive Education in Bangladesh
Despite the presence of a relatively robust legal framework in Bangladesh that facilitates the adoption of inclusive secondary education, the execution of this endeavor remains arduous due to numerous policy gaps and the absence of problem-specific strategies.

SWOT Analysis of the Current Legal Framework for Inclusive Education in Bangladesh
The legal framework of the current laws, acts, and regulations in Bangladesh is subject to a SWOT analysis, which serves to delineate the scope and provisions of the law, as well as the potential avenues for the implementation of inclusive education in the country.

Table 1. SWOT analysis of the existing legal framework in Bangladesh
Copyright © 2023, Journal of Education Review Provision, Under the license CC BY-SA 4.0 | 72

Strength
The results indicate that Bangladesh possesses an adequate number of laws, acts, and regulations that support inclusive education.Furthermore, the nation has ratified numerous international declarations that do the same.All Bangladeshi statutes and policies, including the Draft Education Act of 2013, The Rights and Protection of Persons with Disabilities Act of 2013, and the National Child Policy of 2011, affirm that every child, regardless of birthplace, economic status, gender, religion, or disability, is entitled to receive an education in mainstream schools.Furthermore, it considers making special efforts to implement inclusive education in elementary and secondary institutions in recognition of their unique requirements.

Weakness
Inclusive education encompasses more than simply ensuring that all students have access to mainstream institutions.There are numerous areas in which schools must implement change, including infrastructure, teaching and learning methods, curricula and syllabi, classroom materials, teacher and staff training, and more.It is impossible to implement inclusive education in the absence of these.However, despite the fact that laws and acts recognize inclusive education, they do not provide any specific action plans or strategic approaches for establishing an inclusive environment.Furthermore, the Bangladesh Government lacks a specific timeline and comprehensive strategy for the implementation of inclusive education within the nation.

Opportunity
The sufficiency of inclusive, supportive legislation, acts, regulations, and declarations is truly remarkable.Additionally, the nation is engaged in numerous initiatives to establish inclusive education at both the primary and secondary levels.Thus, it is in a position to implement effective measures and develop a sound inclusion strategy.In collaboration with various stakeholders, the government may devise an action plan and establish time constraints for the implementation of inclusive education nationwide.

Threats
Notwithstanding the fact that Bangladesh ranks as a developing nation and inclusive education necessitates substantial financial backing, the absence of a budget poses a hindrance to its implementation.Furthermore, an additional obstacle to the implementation of inclusive education is negative attitudes and ignorance, which constitute the greatest obstacle to inclusive education worldwide.

Multifaceted Challenges Hindering Inclusion at the Primary Level
The ambitious vision of inclusive education in Bangladesh at the primary level faces a complex tapestry of challenges.These challenges can be categorized into four main areas:

Social Attitudes and Awareness
Challenges in Primary Level Inclusive Education stigma and discrimination.Only through such concerted efforts can Bangladesh truly realize its vision of inclusive and equitable education for all children at the primary level.

CONCLUSIONS
This study has shed light on the multifaceted challenges hindering the successful implementation of inclusive education at the primary level in Bangladesh.Our findings reveal a complex interplay of systemic flaws, resource constraints, and attitudinal barriers that impede the equitable access and quality learning for children with diverse needs.
On the policy front, a lack of clarity in implementation guidelines and inadequate financing mechanisms pose significant challenges.The curriculum remains largely inflexible, failing to cater to the individual learning styles and requirements of children with disabilities.Furthermore, insufficient teacher training and support leave educators ill-equipped to effectively manage inclusive classrooms.Societal stigma and negative attitudes towards disability further exacerbate the situation, often leading to the exclusion and marginalization of children with special needs.The need for community engagement and sensitization programs is paramount to foster a more inclusive environment where all children are valued and respected.
Addressing these challenges requires a comprehensive and multi-pronged approach.Strengthening policy frameworks, ensuring adequate funding, and prioritizing teacher training in inclusive pedagogy are crucial first steps.Developing adaptable and flexible curricula, investing in assistive technologies, and promoting community-based awareness campaigns are equally important.Only through concerted efforts at all levels -policy, school, and community -can Bangladesh hope to truly realize the vision of an inclusive education system that caters to the needs of all its children.

Recommendations for Strengthening Inclusive Education in Primary Schools of Bangladesh
While the obstacles hindering inclusive education in Bangladesh are substantial, they are not insurmountable.To pave the way for a truly inclusive learning environment at the primary level, a multi-pronged approach is necessary.A set of recommendations for strengthening inclusive education in primary school are given below.

Comprehensive Training Programs
Equip teachers with the knowledge and skills to cater to diverse needs through comprehensive pre-service and in-service training programs.These programs should delve into inclusive pedagogy, individualized learning strategies, and differentiated instruction (UNESCO, 2007;Ainscow et al., 2006).

Continuous Professional Development
Foster a culture of continuous professional development by providing ongoing support and training opportunities for teachers, including workshops, conferences, and peer mentoring programs (Florian & Spratt, 2016).

Mentorship and Collaboration
Implement mentorship programs where experienced inclusive education specialists guide and support new teachers (UNESCO, 2012).Encourage collaboration among teachers to share best practices and develop inclusive strategies collectively.

Accessible Learning Materials
Create and utilize accessible learning materials, including braille, audio recordings, and digital resources, to cater to the needs of students with disabilities (CAST, 2018).

Figure 1 .
Figure 1.Criteria of Inclusive Education Policies and Initiatives in Bangladesh Source: Illustration by Authors Legislative Initiatives Bangladesh has enacted several laws to support inclusive education, including the Persons with Disabilities (Equal Opportunities, Protection and Full Participation) Act 2013 and

Figure 2 .
Figure 2. Challenges in Primary Level Inclusive Education Source: Illustration by Authors