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      • Development of Inclusive Education Guideline for students with Neuro-developmental Disabilities in Bangladesh

        ( Salama Begum ) 대구대학교 한국특수교육문제연구소 2018 한국특수교육문제연구소 학술대회발표자료집 Vol.2018 No.1

        Inclusive education represents a whole-school concern and works to align special education with general education in a manner that most effectively and efficiently imparts quality education to all, while Sustainable Development Goal focuses on the inclusive education for all. The study is to explore the process documents and formation of inclusive education guideline for students with Autism and NDDs at secondary education system in Bangladesh. Total 390 participants from 4 divisions in 8 districtswere taken as respondents in the study. Head teachers of mainstreaming secondary schools, Madrasha supers,parents of special child, teachers of special schools, master trainers of National Academy for Autism and Neuro-developmental Disabilities (NAAND) project, experts in autism and NDDs and representatives of Ministry of Education, Ministry of Health and family welfare and Ministry of Social Welfare were attended as respondents. The information was collected through various descriptive methods such as In-depth Interview (IDI), Key Informant Information (KII), Focus Group Discussion (FGDs), training workshops, and National level seminar and workshop.The highest focused comments and discussions from various methods of data collection were accumulated as findings. A developed inclusive education guideline has been designed and structured from the concepts of inclusive education requirements in all aspects of schooling highlighted by UNESCO. Creating awareness among all stakeholders about the rights of education of children with NDDs, ensuring the enrollment of special needs children, enhancing both physical and curriculum adaptation, providing appropriate teaching aids and teaching methods, adapting the educational assessment and evaluation process, protecting the drop-out problems and counseling to the peer and parents of children without disabilities are the keys components of the guideline. Within the guideline, the implementing strategies and the process of accountability were explored. Now, the inclusive education guideline for children with Autism and Neuro-Developmental disabilities (NDD) is in Ministry of Education for final approval and gazette publication.

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