Inclusive Education Reform in Primary Schools of Bangladesh: Leadership Challenges and Possible Strategies to Address the Challenges

Autor/inn/en	Mullick, Jahirul; Deppeler, Joanne; Sharma, Umesh
Titel	Inclusive Education Reform in Primary Schools of Bangladesh: Leadership Challenges and Possible Strategies to Address the Challenges
Quelle	In: International Journal of Whole Schooling, 8 (2012) 1, S.1-20 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1710-2146
Schlagwörter	Inclusion; Mainstreaming; Elementary Schools; Leadership Responsibility; Developing Nations; Educational Policy; Educational Change; Foreign Countries; Physical Environment; Professional Development; Barriers; Interviews; Teachers; Principals; Administrators; Thematic Approach; Power Structure; Governance; Teacher Attitudes; Student Attitudes; Parent Attitudes; Resistance to Change; Educational Environment; Cultural Pluralism; Student Diversity; Student Needs; Bangladesh + Suchen Sie Ihr Suchwort? Inklusion; Elementary school; Grundschule; Volksschule; Developing country; Developing countries; Entwicklungsland; Politics of education; Bildungspolitik; Bildungsreform; Ausland; Natürliche Umwelt; Interviewing; Interviewtechnik; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; Themenzentrierter Unterricht; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Lehrerverhalten; Schülerverhalten; Elternverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kulturpluralismus; Bangladesch
Abstract	Inclusive education (IE) is at an early stage of development in Bangladesh. In response to international policies and declarations over the past two decades (UNESCO, 1990; UNSCO, 1994, UNESCO, 2000) IE reform in Bangladesh has enacted a number of national policies and developed several professional development initiatives. This paper reports on the challenges identified by school leaders in attempting to implement IE policies in ten regular primary schools in Bangladesh. Interview data were collected from teachers, head teachers, members of school management committees and sub-district education officers. Data were analyzed using a general inductive thematic analysis procedure. The challenges identified by the participants included lack of authority, students' lack of acceptance, non-supportive views of parents and community, teachers' resistance, limited professional development, limited resources, and physical environment. School leaders also suggested strategies to address the identified challenges that included making local authority active, increasing resources and valuing diversity. (As Provided).
Anmerkungen	Whole Schooling Consortium. Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada. e-mail: wholeschooling@twmi.rr.com; Web site: http://www.wholeschooling.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10