Barriers and Facilitators in Accessing Education in Mainstream Schools for Children with Disabilities in Bangladesh: A Qualitative Secondary Data Analysis
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| Title: | Barriers and Facilitators in Accessing Education in Mainstream Schools for Children with Disabilities in Bangladesh: A Qualitative Secondary Data Analysis |
|---|---|
| Language: | English |
| Authors: | Reshma Parvin Nuri (ORCID |
| Source: | International Journal of Disability, Development and Education. 2026 73(1):1-18. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Barriers, Affordances, Access to Education, Mainstreaming, Inclusion, Students with Disabilities, Special Schools, Resources, Social Bias, Attitudes toward Disabilities |
| Geographic Terms: | Bangladesh |
| DOI: | 10.1080/1034912X.2024.2417287 |
| ISSN: | 1034-912X 1465-346X |
| Abstract: | Promoting access to mainstream schools for children with disabilities has been highlighted in national and international legislative and policy initiatives. However, children with disabilities' access to mainstream school remains an important challenge, particularly in low and middle-income countries, such as Bangladesh. We explored barriers and facilitators in accessing education for children with disabilities through a secondary analysis of qualitative data. Results indicate that children with disabilities experience challenges in their endeavour to access education, including stigma, discrimination, inaccessible built environment, and teachers' negative attitudes towards children with disabilities. However, support from different sources, specifically parents' strong motivation towards their child's education and peer support, are great facilitators for children with disabilities in accessing education. We conclude with recommendations for support for parents to advocate for the rights of their children with disabilities in mainstream schools. We also recommend that government should invest resources to make mainstream schools disability friendly. In particular, accessible classrooms and washrooms are essential to enable in-class participation of children with disabilities. Further, investment is needed for teachers' training on teaching disabled children in mainstream schools. A collaborative approach between policymakers, teachers, professionals, and parents is imperative to achieve inclusive education. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504284 |
| Database: | ERIC |
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| Abstract: | Promoting access to mainstream schools for children with disabilities has been highlighted in national and international legislative and policy initiatives. However, children with disabilities' access to mainstream school remains an important challenge, particularly in low and middle-income countries, such as Bangladesh. We explored barriers and facilitators in accessing education for children with disabilities through a secondary analysis of qualitative data. Results indicate that children with disabilities experience challenges in their endeavour to access education, including stigma, discrimination, inaccessible built environment, and teachers' negative attitudes towards children with disabilities. However, support from different sources, specifically parents' strong motivation towards their child's education and peer support, are great facilitators for children with disabilities in accessing education. We conclude with recommendations for support for parents to advocate for the rights of their children with disabilities in mainstream schools. We also recommend that government should invest resources to make mainstream schools disability friendly. In particular, accessible classrooms and washrooms are essential to enable in-class participation of children with disabilities. Further, investment is needed for teachers' training on teaching disabled children in mainstream schools. A collaborative approach between policymakers, teachers, professionals, and parents is imperative to achieve inclusive education. |
|---|---|
| ISSN: | 1034-912X 1465-346X |
| DOI: | 10.1080/1034912X.2024.2417287 |
