The challenges of geographical inclusive education in rural Bangladesh
Open accessAbstract
This paper considers the challenges of promoting inclusive education in geographically isolated rural communities in Bangladesh. Inclusion is explored from both government and non-government (NGO) providers, and identifies challenges and opportunities for implementing inclusive practices. Challenges for implementing inclusion are linked to poverty, gender inequality, ethnicity, remoteness, language barriers, issues for children with disabilities, and the negative impact of climate (e.g. monsoonal flooding, landslides, and other natural calamities that beset Bangladesh on a regular basis) as well as the current humanitarian crisis with the Rohingya children now in Bangladesh. While there is sometimes a mismatch between government policy and the literature on inclusion in relation to practical implementation at the local level, opportunities for inclusion come with the dedication and passion of educators who provide teacher training about inclusive education, assistive technologies (Braille materials, hearing aids, etc.), multi-lingual education (MLE) materials, and advocacy by reaching out to parents and community members. Findings indicate that characteristics such as culture, the development of local resources, and the climate of the local context need to be considered in developing relevant inclusive policy to enact effective geographical inclusive practices in rural Bangladeshi communities.
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- Authors
- Begum, H. A., Perveen, R., Chakma, E., Dewan, L., Afroze, R. S., & Tangen, D.
- Affiliations
- BRAC (BD)
- National Curriculum and Text Book Board (NCTB), Government of Bangladesh, Dhaka, Bangladesh
- Manusher Jonno Foundation (MJF), Dhaka, Bangladesh
- The University of Queensland (AU)
- Queensland University of Technology (AU)
- Corresponding author
- Tangen, Donna
- ORCID
- Tangen, Donna
- Venue
- International Journal of Inclusive Education
- Publisher
- Informa UK Limited
- Published
- 2018-09-02
- Volume
- 23
- Issue
- 1
- Pages
- 7-22
- ISSN
- 1360-3116 (ISSN-L)
- 1464-5173
- OpenAlex
- W2889077994
- Cited by
- 43
- References
- 17
- Citations by year
- 2026: 12 · 2025: 8 · 2024: 6 · 2023: 3 · 2022: 4 · 2021: 4 · 2020: 4 · 2019: 2
- FWCI
- 8.11
- Type
- journal article
- Language
- en
- Open access
- green
- eprints.qut.edu.au
- Locations
- International Journal of Inclusive Education (publishedVersion)
- QUT ePrints (Queensland University of Technology) (submittedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Social Sciences › Education › Inclusive Education and Diversity
- Social Sciences › Education › Education in Rural Contexts
- Social Sciences › Safety Research › Disability Rights and Representation
- Keywords
- inclusive education, rural education, geographic isolation, rural Bangladesh, children with disabilities, poverty, gender inequality, ethnicity, language barriers, natural disasters, monsoon flooding, humanitarian crisis, teacher professional development, assistive technology, multilingual education, inclusive education policy, non-governmental organizations
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