Variables affecting teachers' attitudes towards inclusive education in Bangladesh

TLDR

Inclusive education is a worldwide reform strategy that aims to integrate students with diverse abilities into mainstream schools, and its success depends on teachers’ positive attitudes. The study examines variables that influence Bangladeshi primary teachers’ attitudes toward including students with disabilities in regular classrooms. Data were collected from 738 teachers in 293 government primary schools across Bangladesh. Teachers’ positive attitudes were linked to perceived school support, prior success teaching students with disabilities, and contact with such students, highlighting implications for educators, policymakers, and international organizations.

Abstract

Inclusive education is a worldwide reform strategy intended to include students with different abilities in mainstream regular schools. Evidence from previous research shows that success in implementing effective inclusive teaching practices in the school is contingent on teachers' positive attitudes towards inclusive education. This study was conducted in the context of primary education in Bangladesh aiming to examine variables influencing teachers' attitudes towards inclusion of students with disabilities in regular classrooms. Data for the study was collected from 738 teachers working in 293 government primary schools in Bangladesh. The results indicated that perceived school support for inclusive teaching practices and a range of demographic variables including previous success in teaching students with disabilities and contact with a student with a disability were associated with more positive attitudes of the teachers towards the inclusive education. The results are discussed with possible implications for educators, policy‐makers and international organisations working on the implementation of inclusive education.