Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms

dc.creator	Md. Saiful Malak
dc.date	2013-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:25:05Z
dc.date.available	2015-07-20T22:25:05Z
dc.identifier	1694-609X
dc.identifier	https://doaj.org/article/b4065d76b4bc4f18a785b5a8bfa6f4ea
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21331
dc.description	Inclusive education (IE) has been recognized as a key strategy to ensure education for all in the developing world for the last two decades. As a developing country, Bangladesh is striving to address IE by undergoing various initiatives such as policy reform, awareness creation and teacher development. This paper based on a qualitative approach attempts to explore pre-service teachers’ responses to include students with special educational needs (SEN) in regular classrooms in primary schools. A one-on-one interview was conducted with 20 pre-service teachers who were enrolled in a teacher education program of one public university in Bangladesh. The findings revealed from the study indicate that majority of the pre-service teachers have unfavourable attitudes to include students with SEN in regular classrooms. Misconception and lack of knowledge about disabilities are revealed from most of the pre-service teachers’ responses. Further large class size, high workloads, inflexible curriculum policy of primary education and inadequate experiential learning facilities of teacher education program are identified as barriers to IE reform. Several issues are discussed as implications in order to promote better inclusive practices in regular primary education.
dc.language	English
dc.publisher	International Journal of Instruction
dc.relation	http://www.e-iji.net/dosyalar/iji_2013_1_13.pdf
dc.relation	https://doaj.org/toc/1694-609X
dc.source	International Journal of Instruction, Vol 6, Iss 1, Pp 195-214 (2013)
dc.subject	Inclusive Education
dc.subject	Inclusion
dc.subject	Pre-service teacher
dc.subject	Attitude
dc.subject	Training
dc.subject	SEN
dc.subject	Regular Classroom
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms
dc.type	article