INTEGRATION OF SPECIAL EDUCATION WITH NATIONAL EDUCATION SYSTEM: BANGLADESH PERSPECTIVE
Keywords:
National Education System, Childhood Development Program, Special EducationAbstract
Equivalency in different forms of education is of great importance. In Bangladesh, three main educational courses are existing: General Education, Madrasa Education, and Technical and Vocational Education. Among these systems corresponding or parallel values or grades are also present. However, there is another form of education existing in Bangladesh known as special education for the children with special needs. But this special form of education does not have any corresponding level or values parallel to other forms of existing education system of Bangladesh. The aim of the present research is to frame an equivalent integrated education system combining all four types of available education systems (General Education, Madrasa Education, Technical and Vocational Education and special Education) of Bangladesh. Furthermore, this research has also addressed the common area of education where all children including the special need children will learn, educate and socialize together in the same class room. Hence, the early childhood development program (ECDP) has also been studied in the context of global perspective in order to propose an ECDP model integrating all children. The researcher followed mixed method approach for the study which included questionnaire survey, semi-structured interview and document analysis. Academicians, special educators and therapists were chosen to conduct the study. Related literature has been studied for the comparison with a view to equalizing different forms of education and an appropriate integrated education structure and ECDP model structure for Bangladesh has been proposed.
Downloads
References
Ahuja, A., & Ibrahim, M, (2006) An Assessment of Inclusive Education in Bangladesh. Dhaka: UNESCO, P.6
Baxter, V. & Petty, K., Preschool curricula: Finding one that fits. (2008) Texas Child Care, 32(2), 34-39.
Deppeler, Joanne and Harvey, David and Loreman, (2010). Inclusive Education: A Practical Guide to Supporting Diversity in the Classroom. USA: Rutledge, P.15.
Epstein, A. (2007). Essentials of Active Learning in Preschool. Ypsilanti, MI: High/Scope Press. P. 4
Evans, J. and Lunt, I. (2002). Inclusive education: are there limits? European Journal of Special Needs Education, PP.1-14
Evans, J. L et al. (2000) Early Childhood Counts: A programmeming guide on early childhood care for development. Washington D.C. The World Bank. P.47
Khan, M. R. (2016). “Programmes and Programme Components of Proyash for The Education and Inclusion of the Children with Special Needs: An Evaluation of the Academic and Support Service Structure” (Unpublished MPhil thesis).
Marcon, R., (2002) Moving up the grades: Relationship between model and later school success. Early Childhood Research and Practice, (4) 1. Retrieved from http://ecrp.uiuc.edu/v4n1/marcon.html
Myers, R. (1992) The Twelve Who Survive: Strengthening Programmemes of Early Childhood Development in the Third World. London, Routledge. PP.24-25
UNESCO. (2009) Policy guidelines on inclusion in education. Paris: UNESCO. IX
UNESCO. (1994) Salamanca Statement, United Nations Educational, Scientific, Cultural Organization. P.10