Recommendations

The following recommendations are drawn from the study findings with the intention of contributing to improvement in the inclusive education practices in Bangladesh. On reviewing the above theoretical frameworks, literature and policies, findings and discussion towards inclusive education for students with disabilities into the classroom, the following five general assumptions had been made to be reflected in practices:

- All children have a right to an effective education; - Every child is a unique individual;

- All children, no matter what their functioning level, can learn;

- No single set of interventions or remedial procedures is effective under all conditions with all children;

- No matter how well designed and executed classroom intervention process may be, their effectiveness will be limited unless they target the function of the child‘s behaviour.

The information reported in this study provides the basis for the development of both a short-term and a long-term strategic plan for the development of inclusive education in Bangladesh. The UNESCO‘s (2001) nine golden rules of inclusive education (consisting of all

students, communication, managing classrooms, lesson planning, individual plans, individual help, assistive aids, managing behaviour, working together) will also support the development of such a strategic plan. Within this plan, there is a need to initiate in-depth professional orientation in inclusive pedagogy with a view to change teachers‘ tendency of following teacher-centric instructional approaches rather than student-centric approaches. Teachers also need to be supplied with adequate teaching aids – including the opportunity for teachers to access up-to-date technology in the classroom. It is also recommended modifying the teaching and learning environments including physical infrastructure as much as possible. For example, schools should take steps to reduce background noise in the classroom and consider new seating arrangements with movable furniture rather than fixed furniture. Schools could carry out comprehensive surveys within their catchment areas to identify potential students with disabilities. However, the value of inclusive education to learners comes from mixing and sharing with other children (Savic, 2007). The teachers need to encourage this to happen. On the other hand, it is high time to ensure the educational provisions for students with disabilities according to the options mentioned in the Disability Welfare Act 2001, such as creating an opportunity for free education for children with disabilities under 18 years of age, providing them with educational materials free of cost, and ensuring inclusive education.

Reforming policies are the second suggested target to ensure rights of students with disabilities as full and equal members of society and the right to enter into and benefit from education. Every school could form a disability resource team, headed by an assistant head teacher to carry out the policy reformation and other disability-related activities. If needed, a post of ‗special educator‘ could be created in every school.

In Bangladesh, different superstitions are prevalent in the community, such as disability being a sign of punishment from God to parents as a result of committing a crime. These myths must be tackled in order to raise community awareness of the potential and rights of students with disabilities. In this regard, disability sensitisation issues would be included in all the school meetings (e.g., weekly teachers meeting, monthly meeting of the SMC, and meeting with parents) and continuous professional development training to raise awareness. Schools could also organise cultural shows focusing the rights and educational needs of students with disabilities under the direct supervision of the respective teachers. Teachers could form a drama or cultural team. Students with disabilities should be included in that team with their non-disabled peers. It is evident from participants that managing the behaviour of a few students with disabilities was not so easy. However, children need to learn to behave in socially acceptable ways through guidance and counselling. In this respect, the Bangladeshi secondary education should

ensure referral, guidance and counselling at the school level is an essential element for inclusive education.

Empirical evidence suggests that the respondents were generally positive about educating students with disabilities in general schools, but they are not sure how to do implement this (Idol, 2006). This uncertainty appears mainly due to the absence of proper support, resources and knowledge. On the other hand, lack of appropriate technology is limiting the scope of inclusion (Idol, 2006). To overcome such circumstances, school-based resource centres and support services need to be established. To support these services, appropriate screening and assessment procedures must be implemented.

To ensure progress of students with disabilities, appropriate examination, evaluation and feedback systems need to be introduced. The establishment of a continuous evaluation and feedback systems to assess and maintain the quality of education. It is also necessary to reform the existing approaches and practices by identifying their drawbacks. In this regards, continuing evaluation and feedback systems could be initiated and practiced for assessing the academic performance of all learners, including students with disabilities.

To encourage students with disabilities in education, motivation and reward could be an effective measure. Ensuring enrolment and reduction in the dropout rate of students with disabilities should be the main aims. Building relationships are an important aspect of inclusion. Relationships

between teachers, teacher-student, parent-teacher, and community- schools are indispensable. To support relationship-building, schools could take several initiatives like forming an effective parent teacher association (PTA), organising various community events in the school, and using school buildings as a community centre on the weekend and holidays.

Appropriate initiatives need to be taken to make a bridge between the community and inclusive education. In fact, the community as a whole can provide better support to students (De Jong, 2005). Though the resources are limited, using local resources for systematic interventions for the promotion of education of student with disabilities could be a reasonable option for the school. In this regard, schools could undertake a resource identification survey, and afterwards establish effective communication with the potential resources. Educational related experts like speech therapists, educational audiologists, and educational psychologists should be appointed on a regional basis to support general teachers. On the other hand, parents should get proper guidance on their child‘s progress. They should get information on their child's strengths and weaknesses from the respective teachers as well as suggestions for home-based interactions to support the development.

Finally, the findings of the study indicate the demand for further research on issues related to the central phenomenon of inclusive education practice in the broader aspects. Research also needs to be undertaken in the micro level to identify different perspectives (such as parents, or students) of inclusive education practice. Another line of research that focuses on supporting teachers to determine how much simplification of curriculum or change of the learning environment will help students with disabilities cope comfortably with the inclusive education settings.