1. Special Education
BPF has been running special school since 1988 consisting of different units for the children with intellectual disability, cerebral palsy, autism spectrum disorder, visual impaired and early intervention programme. Children are trained by special education teachers and multidisciplinary team. According to children’s functional abilities an Individual Educational Plan is prepared for each child. End of the year children are reassessed and are referred to inclusive school of BPF and also advice for mainstreaming of the nearby school. Older children are graduated in the prevocational classes followed by vocational training in Sheltered Workshop.
Evidences of improvement of CWD’s found in different domains e.g. functional, educational, health, nutritional, vocational & social development were evaluated by pre and post assessment using DDST.
Class for Visual Impairment with additional Disabilities
Class for Intellectual Delay
Class for Autism Spectrum Disorder
2. Integrated Education
3. Inclusive Education
Bangladesh Protibondhi Foundation has been working for the children with disability since 1984 staring with early identification and screening, the foundation at present has become a full fledged service delivery organization reaching all over the country. But BPF’s services were based on medical model expect model (where disability conditions were diagnosed b expect and interventions were provided by specialized people on expert (a top down approach), located in urban city and centre/institution based.
It has been realized that a poor country like Bangladesh the education and training needs of the large number of children cannot be met b y costly special schools and centres which creates a segregated life situation. BPF was gradually shifting from the medical model to a more social model and started Community Based Rehabilitation (CBR programme in different part of the country (Dhamrai, Kishoregonj-2, Savar, Norshingdi, B-Baria and Faridpur).
Priorities identified by the community people themselves in the need assessment survey conducted in the CBR areas were : Education, medical services for the children with normal school age children and vocational rehabilitation for the person with disability. Majority of the respondent included in the survey gave high priority, on education of the children. However, until 1999 the educational services could not be provided in the CBR areas.
In the year 1999 BPF has organized a two week long workshop conducted by a UNESCO consultant on Inclusive Education using the UNESCO, “Teachers Education Resource Pack”. This workshop focused on helping teachers in mainstream schools to respond positively to pupil diversity and to explore new teaching approach. A group of staff, teacher and community workers and supervisor from the CBR were trained on inclusive schooling following this worker.
In the same year BPF has set up inclusive schools in the CBR centres (Dhamrai, Kishoregonj-2, Savar, Norshingdi, Faridpur and later on Barishal and B-Baria).
The Mission of the Inclusive School is to ensure that all children at risk of marginilazation because of disability, socio-economic problem or any other reasons have the opportunity to learn together with their age peer in the same community schools.
Objectives of the Inclusive Schools
- Provide education to children with all types of disability in the same class with all types of disability in the same class with non-disabled peer.
- Provide education to children who does not have access to any school whatever may be the reason.
- Provide medical and health care services and nutritional supplement to children for proper growth and development.
- Provide additional services to children with disability as per requirement (physical therapy, assistive device.
a. Inclusive Pre-School
Primary education of children in Bangladesh usually starts from the age six. There are no or very limited programme for the children below five years, particularly for children from marginalized families. As a result children are less interested to be in any programme which is structured and they prefer to play in the street and earning money by selling waste materials collected from the street. Since these children are deprived of any sorts of stimulation at the early age, when they go to school, they lag behind in the intellectual and moral development; with this concept BPF has started Inclusive pre schools in every Inclusive Schools.
Inclusive Pre-Primary Class
b. Inclusive Primary School
Bangladesh Government is committed to provide “Education for All children by the year 2015”.
With the concept of “Equal Opportunity” BPF and the parents group has set up “Inclusive
School” (1999) in all the CBR centers where children with or without disability from marginalized are studying in same class following the same curriculum (National Curriculum of Text Book Board) but flexible for children with special needs. Children from low economic background and who have one meal a day, observing their malnourished health condition and poor nutritional status BPF has initiated School Lunch Programme in all the inclusive schools. A balanced meal is provided six days a week. The food programme has helped in improving the nutritional status of the children & thus increased the school enrolment. CWD’s and the students from the hard core poor are developed academically and in co-curricular activities.
The students trained from BPF have participated in different activities at the national and international level and earned name and fame nationally and internationally.
BPF is currently running Eleven inclusive primary schools at Dhaka (3),Dhamrai, Savar, Norshingdi, Kishoreganj (2),and Faridpur, B.baria , Barisal and follow the National Curriculum of text books but flexible for children with disabilities.
Enrolment status of students in Inclusive Education
|Year 2010||Year 2011||Year 2012||Year 2013||Year 2014-2015|
Enrolment status of Children with disabilities and Regular Children in Inclusive Education (2015)
|Children with disabilities||Children without disabilities||Total|
|Total||974 (45.49%)||1167 (54.50%)||2141|
4. Home Based Education