Education accessible for children with disabilities
Education is a fundamental right that should be accessible to all children, including those with disabilities. However, many barriers still exist that prevent children with disabilities from accessing quality education. Therefore, it is important to ensure accessibility to education for children with disabilities.
One way to ensure accessibility is by providing accommodations and support services that meet the individual needs of each child with a disability. This may include specialized instruction, assistive technology, accessible transportation, and accessible facilities.
Another way to ensure accessibility is by promoting inclusive education, where children with disabilities are educated in the same classroom as their non-disabled peers. Inclusive education can promote understanding and acceptance among all students, and can also help children with disabilities develop important social skills.
Furthermore, it is essential to provide training and support for teachers and school staff to effectively work with children with disabilities. This includes training in disability awareness, specialized instruction, and the use of assistive technology.
Finally, it is important to involve parents and caregivers in the education process and to provide them with the resources and support they need to advocate for their child's education.
In conclusion, ensuring accessibility to education for children with disabilities requires a multifaceted approach that involves accommodations and support services, inclusive education, training and support for teachers and staff, and involvement of parents and caregivers. By working together, we can ensure that all children, regardless of their abilities, have access to quality education.
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| Ensuring Accessibility to Education for Children with Disabilities |
The Bangladesh Bureau of Statistics (BBS) conducted the National Survey on Persons with Disabilities 2021
Our constitution mandates inclusive development, while the Sustainable Development Goals (SDGs) aim to ensure holistic development that includes everyone. Therefore, denying children with disabilities access to education is equivalent to violating their constitutional and humanitarian rights and goes against the principles of inclusive development and the SDGs' commitment to leaving no one behind.
The Bangladesh Bureau of Statistics (BBS) conducted the National Survey on Persons with Disabilities 2021, revealing that there are approximately 4.5 million individuals with disabilities in Bangladesh. Unfortunately, this significant population is largely excluded from accessing education. Despite Bangladesh approaching the goal of full primary school enrolment, only 41 percent of children aged 6-10 with disabilities are enrolled in primary school, which is lower than the national average of 97 percent. This discrepancy is partially due to delayed admission. Furthermore, enrolment significantly drops to 24 percent for the 11-16 age group, and children with disabilities tend to drop out early in addition to experiencing a low enrolment rate and delayed start.
Researchers from the Brac Institute of Governance and Development (BIGD) and Cambridge University are conducting an ongoing study that reveals that parents of children with disabilities place significant value on their access to mainstream education. This interest is particularly evident in households where both parents work, as they have limited time to attend to their children's education and self-care needs. Unfortunately, financial limitations and a lack of knowledge and awareness often prevent these parents from making the necessary adjustments to provide a more inclusive household infrastructure. Additionally, leaving their child with a disability at home alone is not a viable option for working parents. Access to quality primary education would not only enhance their children's skills but also provide reliable day-care support.
Bangladesh has made commendable strides in enacting laws that protect the rights of children with disabilities. One such law, the Rights and Protection of Persons with Disabilities Act of 2013, stipulates that schools cannot discriminate against children based on their disabilities during the admission process. The Brac Institute of Governance and Development (BIGD) study found that government primary schools generally follow this policy, but challenges still persist in educating children with disabilities.
For instance, teachers often lack relevant training to support children with disabilities who struggle to understand concepts or face difficulties in class. With limited time and a standard 1:35 teacher-student ratio, it is challenging to provide individualized care for children with special needs, including emergency healthcare, prevention of bullying, or even self-care needs such as going to the bathroom. Parents of children with disabilities also expressed concerns about these issues in school.
However, there have been recent positive developments, with approximately 38 percent of schools complying with laws and SDGs by providing wheelchair ramps and toilets with high commodes for ease of access. Despite these improvements, gaps still exist, such as schools with ramps that have door frames obstructing wheelchair access or high commodes that require climbing steps, making it difficult for children with mobility issues.
It could be argued that the solution to providing education for children with disabilities is to build special schools that cater specifically to their needs. However, this approach would isolate children with disabilities from the wider world and deprive them of opportunities to build important social skills, self-confidence, and networks. Inclusive education, on the other hand, promotes awareness and a desire for inclusion among teachers, other children, and society as a whole.
Achieving inclusive education in Bangladesh will require a concerted effort to learn from the experiences of teachers, students, and parents who deal closely with children with disabilities. Regular teacher training is essential, as is ensuring that teachers are fully aware of the specific needs of each child in their class. Interactive sessions between parents and teachers at the beginning of each school year can help to ensure that children with disabilities receive the support they need to succeed.
Ensuring inclusive education for children with disabilities is a long-term and resource-intensive process that requires continuous learning and improvement. It is crucial to prioritize getting the basics right, such as training teachers and raising awareness among parents and society. More challenging goals, such as the introduction of inclusive learning materials like Braille, can be addressed gradually. However, this requires a sustained commitment from policymakers and the application of a focused, smart strategy. We hope that the government and other stakeholders will invest in inclusive education in Bangladesh to ensure that no child is left behind.
Maliha Noshin Khan and Marjuk AN Hossain are Research Associates, and Md. Kamruzzaman is a Senior Research Associate at the BRAC Institute of Governance and Development (BIGD).
Making Schools Accessible to Children with Disabilities
Making schools accessible to children with disabilities is a critical step in ensuring that every child has access to education. Unfortunately, many schools around the world are not equipped to accommodate children with disabilities, leaving them at a disadvantage in terms of education and socialization.
To make schools accessible to children with disabilities, there are several steps that can be taken. First and foremost, schools must ensure that their physical environment is accessible. This means providing ramps, elevators, and accessible restrooms for students with mobility impairments. Schools should also ensure that classrooms are well-lit and that there is adequate space for wheelchair users and other students with mobility impairments.
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| Make education accessible for children with disabilities |
Improving access to school for children with disabilities
Improving access to school for children with disabilities is an important step towards achieving inclusive education. This can be achieved through several measures such as:
Legal framework: Governments should enact laws and policies that prohibit discrimination against children with disabilities in the admission process and ensure their right to education.
Physical infrastructure: Schools should be made physically accessible to children with disabilities. This includes building ramps, accessible toilets, and other facilities that enable children with disabilities to move around freely.
Trained teachers: Teachers should be trained on how to provide inclusive education to children with disabilities. This includes understanding their needs, adapting teaching methods, and creating a supportive and welcoming classroom environment.
Assistive technology: Assistive technology such as hearing aids, Braille books, and adaptive computer software can help children with disabilities access education.
Parental involvement: Parents should be involved in their child's education and work with teachers and school staff to ensure that their child's needs are met.
Awareness campaigns: Awareness campaigns can help promote a culture of inclusivity and reduce stigma and discrimination towards children with disabilities.
By implementing these measures, we can ensure that children with disabilities have equal access to education and are able to realize their full potential.
Disabilities Inclusive Education Systems and Policies Guide
The Disabilities Inclusive Education Systems and Policies Guide is a resource that provides guidance on developing inclusive education policies and systems that ensure access to education for all children, including those with disabilities. The guide was developed by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and is based on international human rights standards, including the United Nations Convention on the Rights of Persons with Disabilities.
The guide provides an overview of the principles of inclusive education and highlights the importance of developing policies that promote equality, non-discrimination, and participation in education for all learners. It also provides practical guidance on developing inclusive education systems, including the following key components:
- Legal and policy frameworks: Developing legal and policy frameworks that promote the right to education for all learners, including those with disabilities.
- Planning and implementation: Developing plans and strategies for implementing inclusive education policies, including budgeting and resource allocation.
- Curriculum and teaching: Developing inclusive curricula and teaching practices that meet the diverse needs of all learners, including those with disabilities.
- Teacher training and support: Providing training and support for teachers and education staff to enable them to implement inclusive education policies and practices.
- Infrastructure and accessibility: Ensuring that school facilities, transportation, and other resources are accessible and inclusive for all learners, including those with disabilities.
The guide also provides examples of good practices and case studies from different countries that have successfully implemented inclusive education policies and systems.
In summary, the Disabilities Inclusive Education Systems and Policies Guide is an important resource for policymakers, educators, and other stakeholders who are committed to promoting inclusive education and ensuring access to education for all learners, including those with disabilities.
