PEDP4 DESIGN NOTE: DISABILITY INCLUSIVE EDUCATIONIn line with an inclusive approach to primary education, all types and degrees of disabilities are included in this design note. The

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PEDP4 DESIGN NOTE: DISABILITY INCLUSIVE EDUCATION

Prepared by: Majid Turmusani, PhD STTA, USAID/DEXIS

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PEDP4 DESIGN NOTE: DISABILITY INCLUSIVE EDUCATION1

Table of Contents DESIGN NOTE: DISABILITY INCLUSIVE EDUCATION ............................................... 2

List of Acronyms ................................................................................................................ 3

SUMMARY ....................................................................................................................... 5

1. Background ..................................................................................................................... 8

The reality of inclusion into mainstream primary education: some prerequisites for Learners with disabilities .............................................................................................. 11

2. Sub-component design vision: ideal and agreed .......................................................... 16

3. Sub-component objective and description of activities. ............................................... 17

Objectives: .................................................................................................................... 18

What kind of strategy? .................................................................................................. 19

Target groups ................................................................................................................ 19

Areas of work ................................................................................................................... 20

Components of disability inclusive primary education .................................................... 20

4. Implementation arrangements. .................................................................................... 23

Recruitment of implementing agencies: ....................................................................... 23

5. Results Framework ....................................................................................................... 24

Annex 1: Disability Inclusive education results framework .......................... 25

Annex: 1 Gantt chart......................................................................................................... 31

1 This is a disability based DN and it follows an empowering approach focusing on user’s perspective in designing the note. Thank you for sending comments to: Majid Turmusani, ([email protected])

mailto:[email protected]

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List of Acronyms ANDD Autism and Neurodevelopmental Disabilities ASPR Annual Sector Performance Report ATEO/AUEO Assistant Thana/ Upazila Education Officer BBS Bangladesh Bureau of Statistics B. Ed. Bachelor of Education BNFE Bureau of Non-Formal Education BRAC Bangladesh Rural Advancement Committee C-in-Ed Certificate in Education CAMPE Campaign for Popular Education DD Developmental Disabilities DPEd Diploma in Primary Education DPs Development Partners DPE Directorate of Primary Education EFA Education for All EHS Education Household Survey EMIS Education Management Information System FLAN Foundational Literacy and Numeracy GAR Gross Attendance Rate GER Gross Enrolment Rate GPS Government Primary School HIES Household Income and Expenditure Survey IEP Individual Education Plan ICT Information and Communication Technology KPI Key Performance Indicator JPUF Jatiyo Protibondhi Unnayan Foundation MICS Multiple Cluster Indicator Survey M&E Monitoring and Evaluation (Division) MOE Ministry of Education MOLE Ministry of Labor and Employment MOWCA Ministry of Women and Children Affairs MOHFW Ministry of Health and Family Welfare MOPA Ministry of Public Administration MoPME Ministry of Primary and Mass Education MoSW Ministry of Social Welfare NAPE National Academy for Primary Education NCTB National Curriculum and Textbook Board NER Net Enrolment Rate NGO Non-Government Organization NNPS Newly Nationalized Primary School NSA National Student Assessment OOSC Out-of-School Children PECE Primary Education Completion Examination PEDP Primary Education Development Program

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PTI Primary Training Institute RBM Result Based Management SCR Student–Classroom Ratio SLIP School Level Improvement Plan SMC School Management Committee SEAR South East Asian Region STR Student–Teacher Ratio STTA Short-Term Technical Assistance SWAp Sector-Wide Approach TLM Teaching Learning Materials UEO Upazila Education Officer UNICEF United Nations Children’s Fund UNESCO United Nations Educational Scientific and Cultural

Organization UN-OHCHR Office of the United Nations High Commissioner for Human

Rights UPEP Upazila Primary Education Plan URC Upazila Resource Centre USAID United States Agency for International Development WASH Water, Sanitation and Hygiene WB World Bank

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SUMMARY While there are different levels of school integration, it is important to recognise that a school for all does not necessarily guarantee the inclusion of learners with disabilities. A disability inclusion requires a reform in the school system to make it geared towards the specific needs of learners with disabilities (improved capacity to identify, enrol, maintain and retain learners with disabilities throughout the primary cycle). Given the wide variety of disabilities, their degrees and their age range, it`s important to strategically implement proposed activities in this Design Note (DN) according to set timeline (short-term, medium-term and long-term) while bearing in mind that disability inclusive education includes by definition all types and degrees of disabilities It`s important to recognize that the provision of quality education for learners with disabilities requires the recognition of disability as a cross cutting issue throughout PEDP4 components and sub-components including areas such as gender, language, education in emergency, WASH, school infrastructure, teacher education, curriculum development and decentralized practices. It has much to do with the quality and efficiency of educational services as well as governance and management structure of the primary education system. Unlike other marginalised groups (i.e. children living in poverty or in areas hard to reach) whose inclusion into the education system requires minimum changes, learners with disabilities would require a reform in the system to become more accommodating to the educational needs of this particular group. A shift in perspectives is therefore needed towards learner centred pedagogy and this involves investment in infrastructure, skills and knowledge and inclusion practices. In fact, inclusive pedagogy can be beneficial to everyone in the classroom and not only learners with disabilities. For example, working in small groups is likely to increase the participation and involvement of all students in various classroom activities. Equally, sign language can be acquired by all learners and can be used effectively as a communication tool. All this to take place under a human rights framework and being guided by the Convention on the Rights of Persons with Disabilities (CRPD) and other international treaties in which Bangladesh has ratified and harmonized its national laws accordingly. CRPD (article 24) is therefore the plum line against which to measure progress targeting inclusive education for learners with disabilities. In line with an inclusive approach to primary education, all types and degrees of disabilities are included in this design note. The focus is placed on changes that need to happen in the education system that will help improve education outcomes for the full range of children with disabilities. For example, ensuring education spaces adhere to building accessibility standards (for any and all children with disabilities ranging from mild to severe); facilitating the learning and use of Bangladeshi Sign Language (so hearing and all children within the range of mild to severe hearing disabilities can benefit); integrating ‘differentiated learning’ into core teacher training programs so that children with and without learning disabilities can benefit. Despite the tremendous impact of PEDP2-3 on the inclusion of learners with disabilities into the system, the progress was rather limited mainly to children with mild disabilities (and to some extent to those with moderate disabilities) who were able to benefit from the education system without making major modifications into the system. In order to

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accommodate all learners with disabilities, a reform in the system is needed and that requires specialised pedagogy for learners with more substantial educational needs such as those with severe disabilities. This is not a medical categorisation of impairment, but rather a pragmatic understanding of the pedagogical needs of this group that would otherwise be forgotten if not made explicit. Therefore, while all types and degrees of disabilities are targeted in this DN, those with significant educational support are singled out due to their need for a specialised and adapted pedagogy2. To include some or all of the above groups into mainstream classroom education, a reform in primary education system is needed starting by creating an enabling environment and focusing on changing attitudes of local community and school authority, improving school infrastructure and enhancing inclusion practices including pedagogy, policy and governance. Together this will help improve learning outcomes, fulfill the right to education and achieve SDG4. This design note aims at including all above groups in a gradual and progressive manner, given that the inclusion of learners with more substantial educational needs would require preparatory work to be done in the system before they can benefit from mainstream education. As such a strategy for the inclusion of this group makes integral part of this DN. For the remaining learners with disabilities (mild and moderate disabilities), an effective coordination and collaboration within line-ministries and a mechanism for mainstreaming disability into DPE may resolve much of their complementary rehab needs and equip them to benefit from mainstream schooling. Based on DN’s results framework and Gantt chart for implementation of activities, below is proposed action according to targeted group and timeline. Twin-track approach is followed:

• Enhancing already existing mainstream inclusion practices to improve learning outcomes for a full range of learners with disabilities and at the same time;

• Working progressively towards building capacity for the inclusion of learners who are with substantial educational needs into the education system.

2 This may include:

• Learners with mild disabilities who can benefit from mainstream schooling with very little accommodation such as the provision of simple devices (i.e. glasses, magnifier, larger print and hearing aids for students with poor vision and hearing difficulties) or making school facilities more accessible. Currently, learners with mild disabilities can be found in schools and there is evidence of successful inclusion (ASPR, 2017). That said, this DN aims at increasing their number significantly by providing accurate data on those who are in schools as well as reaching out to learners with mild disabilities among OOSC;

• Learners with moderate disabilities, who can benefit from mainstream schooling, but require significant rehabilitation and accessibility standards including removal of barriers. This may include those who use wheelchair or those requiring physiotherapy and/or speech therapy such as children with cerebral palsy;

• Learners with severe disabilities who can benefit from mainstream schooling but require major changes in pedagogy. This includes primarily three categories of learners with disabilities: learners who are blind, learners who are deaf and learners with developmental disabilities (the latter may also include those with learning or intellectual disabilities or with autism).

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Key action can be summarized below and can be unpacked further as demonstrated in Gantt chart and results framework. It aims at strengthening the primary education system as a whole with focus on enhancing certain areas in particular such as targeting, screening and reaching OOSC with a full range of disabilities.

Learners with less substantial educational needs (short-term action)

Learners with moderate educational needs (medium-term action)

Learners with more substantial educational needs (long-term action)

Consolidating good practices and keeping momentum on: • Mainstream monitoring and

reporting system and improving data management

• Maintaining successful practices (i.e. block funding)

• Continued awareness on rights of learners with disabilities to education;

• Short-term teacher education on disability IE;

• Improve management and governance at Cell/DPE

• Changing attitudes towards the abilities and capacities of learners with disabilities

• Providing complementary rehabilitation services

• Improving infrastructure • Consolidating protection at

school, family and local community

• Improving management and governance at Cell/DPE

Creating enabling environment: • widening policy coverage, • simplifying admission

procedure, • continued sensitisation • Removing physical barriers • Piloting for scaling up • Building capacity in

specialized pedagogy (teacher education, curriculum, textbooks and TLM)

• Improving management and governance at Cell/DPE

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PEDP4 III DESIGN NOTE: DISABILITY3 INCLUSIVE EDUCATION

1. Background According to the Constitution of Bangladesh (Article 17, a, b, c), the right to education is guaranteed by the state and measures are provided (Article 28.3 of part III) to protect human rights on the grounds of disability (Ministry of Law, Justice & Parliamentary Affairs, 2000). Hence, the Ministry of Primary and Mass Education (MoPME) is mandated to provide primary educational services to all children while secondary education is provided by the Ministry of Education (MoE). For Learners with Disabilities (LwDs) this takes different forms including mainstream schooling for learners with mild disabilities. For severe cases of impairments, the Ministry of Social Welfare (MoSW) provides educational services through its varied special education institutions with an attempt being made to mainstream education within the public schooling system. Special schools provide primary education and vocational training for 1,200 children in 12 special schools (5 for children with visual impairments and 7 for children who are deaf). Under a third of these children receive residential schooling available in main cities. JPUF, a semi-governmental organisation (a foundation established by Society act) provides special schooling for 700 CwDs (various types) as well as 8000 students with Developmental Disabilities (DD) served by 44 schools. ANDD community is active and provides schooling to considerable number of students with DD including a growing mainstreamed education services. The work of these three ministries (MoPME, MoE and MoSW) overlaps when it comes to serving learners with disabilities. While MoMPE and MoE provide mainstream education services under their policy on inclusive education, MoSW, on the other hand, provides care and rehabilitation for severe cases of impairments. Traditionally, MoPME provided primary educational services to non-disabled constituents and more recently to learners with mild sensory and learning difficulties. The National Education Policy (NEP, 2010) reinforced the mandate of MoPME as an agency charged in providing primary education services to learners with disabilities and its responsibility for ensuring standards and developing competence including evidence based knowledge, curriculum, teacher training and infrastructure. Despite the high levels of achievements in the education sector in Bangladesh with NER reaching 97,9 % in 2015 for primary education and gender parity attained (ASPR, 2016), many challenges remain for achieving inclusive and equitable quality education and life-long learning opportunities for all as set out in SDG4. Out of school children (OOSC) 3 Across the globe, the concept of Inclusive Education refers often to interventions targeting children with disabilities in mainstream classroom. In Bangladesh the concept is comprehensive, interesting and unique as it includes a wide range of other constituents such as children from areas hard to reach or from ethnic minority groups. Together, these could be referred to as Special Educational Needs and Disabilities (SEND). The term Disability Inclusive Education however is used here with reference to what it takes to address specific barriers related to learners with disabilities.

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between 6-10 years old remain high around 17% with a repetition rate of 6% (ASPR, 2016) and cycle dropped out rate of around 17.5% (EHS, 2014). At Upazila level the disparity is greater, but gender parity is achieved. This group (OOSC and those who drop out or repeat classes) includes a variety of vulnerable children, particularly those with disabilities. Currently, most learners with disabilities who are enrolled in primary schools are those with mild disabilities and are significantly at lower rates of national and international estimates. According to ASPR 2016, the total number of student with disabilities enrolled in primary education is reported at 67,793 (a decline from nearly 91,000 in 2011), but there is little known about their academic profile, performance or the overall conditions of school. There is also little known regarding why this already small number suffered a decline from 2011. That said, upon limited discussion with stakeholder including CAMPE, it’s clear that attitudes towards CwDs are changing from charity to societal responsibility and there is recognition of the need to move away from teacher centered instruction to learner centred pedagogy for all children. Equal rights of PwDs and the right of CwDs to education however can be further enhanced. Three areas can be looked at in this regard: awareness raising campaigns, advocacy and legal reforms. UNICEF, UNESCO and a number of DPs notably USAID have been actively involved in supporting DPE/MoPME for the inclusion of children with disabilities in school system under different stages of PEDP 1-4. PEDP-III has particularly invested in improving quality and learning outcomes, decentralization and reduction of disparities. As such it addressed barriers to inclusion and focused on making schools more disability friendly while focusing on reducing gender discrimination. This emphasis continues under PEDP4 (Post-PEDPIII) with stronger focus on equity and quality of learning outcomes and their mutual role in achieving SDGs. The provision of quality education for learners with disabilities cuts across all PEDP4 components and not only equitable access. It has much to do with the quality and efficiency of educational services as well as governance and management structure of the primary education system. Unlike other vulnerable groups (i.e. children living in poverty or in areas hard to reach) whose inclusion into the education system requires minimum changes, learners with disabilities would require a reform in the system to become more accommodating to the educational needs of this particular group. A shift in perspectives is therefore needed towards learner centred pedagogy and this involves investment in infrastructure, skills and knowledge and inclusion practices. All this to take place under a human rights framework and being guided by the Convention on the Rights of Persons with Disabilities (CRPD) and other international treaties in which Bangladesh has ratified and harmonised its national laws accordingly. CRPD (article 24) is therefore the point of reference against which to measure progress targeting inclusive education for learners with disabilities. The policy framework4 regulating this sector in Bangladesh is quite extensive and in line with international standards such as CRC and CRPD to a large extent. As such, there are a number of comprehensive legal provisions enacted such as the Disability Act (Disabled 4 A full policy analysis is still to be carried out. Annex 2 presents possible areas where policy can be enhanced or further enforced under PEDP4.

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Person’s Rights and Protection Act, 2013) as well as the innovative Neurodevelopmental Disabled Persons Protection and Trust Act (2013) that is becoming a brand name internationally. In terms of education, the document of reference is the National Education Policy (2010) which makes a good mention of learners with disabilities with emphasis on special education. While NEP provides a broader framework for educating learners with disabilities, further regulations/orders are needed for supporting learners with disabilities in terms of their rehabilitation needs, adapted materials and curriculum including teacher training and adapted examination as will be discussed later. Notwithstanding, despite such a good policy, NEP remains highly focused on special education and a timely occasion exists to move towards disability inclusive education in mainstream classrooms for all types and severity of disabilities. However, it’s recognised that such a move is best done gradually and progressively while making maximum use of resources and accumulated knowledge and wisdom. Yet, policies alone don’t bring social change and they need to be accompanied by socio-economic and cultural measures to influence attitudes and practices. More importantly, policy will require a strategy with a plan of action that includes specific objectives, indicators, a timeline and budget in order to determine the role and responsibility of different stakeholders. Despite such comprehensive legal framework, there are notable challenges in implementation of disability inclusive education policy in the areas of targeting, screening, reaching out to CwDs and specialised pedagogy including curriculum and teacher education and training. Currently, the curriculum in primary education is little adapted and serve mainly learners without disabilities or those with mild disabilities. Upon limited discussion with stakeholders, there are experimental adaptations to the curriculum but this requires further exploration to what exists and their contents. Yet there exist organised structures designated to develop curriculum and oversee their quality and standards such as NAPE and NCTB. On the other hand, progress continues in teacher skills development in Bangladesh and there are a number of teacher education programs operating in the country including the special education department at the Institute of Education and Research at Dhaka University and Proyash Institute of Special education and Research (PISER) under Bangladesh University of professional (BUP). These institutes offer different degrees and diplomas in special education such as (C. in Ed, B.Ed and M.Ed). Equally, there are PTIs, TTCs and URCs at Upazila level as well as civil society teacher education skills development providers such as Centre for Disability in Development (CDD), BRAC and others. It’s important that skilled graduates from such institutions be given priority in recruitment and for the time being, be placed in schools where CwDs are enrolled. The full range of their programs and how they fit within disability inclusive education can be explored further. While PEDPIII has culminated in notable achievements in including learners with disabilities in primary education under innovative practices such as READ, EGRA, WASH, accessible infrastructure of universal design and others, this was achieved mainly and on smaller scale. That is said, the discussion and debate under different Donor Partners (DPs) working groups (i.e. disparity working group), and various program reviews has resulted in

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a major shift in understanding inclusive education concepts and practices leading for example, to the establishment of a Cell on inclusive education at the Directorate of Primary Education (DPE). Yet, all above realisations depended on the goodwill of donor agency and service providers, neither of which has systematically mainstreamed disability inclusive education within their programs.5 Given the heightened level of debate on this issue and the good political will to advance the cause of CwDs, mediocre standards are no longer relevant. It’s time to adhere to a rights perspective (social model of disability) that includes all children of primary school age into mainstream schooling and providing them with the support they need for quality education outcomes. This is in line with article 24 of CRPD which requires duty bearer to ensure that children with disabilities are not excluded from free and compulsory inclusive primary education and that they be provided with accommodation and effective individualized support that maximizes academic and social development, consistent with the goal of full inclusion. This includes facilitating the learning of Braille and Bangladeshi sign language as well as other alternative modes of communication for different types of learners with and without6 disabilities including learning difficulties, intellectual disability, ASD and Cerebral Palsy and requires qualified and trained teachers, a specialised pedagogy and modified school infrastructure. There is limited data available on the subject. Evidence based knowledge is still missing not only concerning the size of this population but also on the reality of their school inclusion, learning outcomes and community life. The UNICEF SitAn on children with disabilities may be considered as a baseline against which certain targets can be determined, but an assessment of disability inclusive education is needed at the beginning of PEDP4. In this regard, PEDP4 is being enhanced by mainstreaming disability inclusive education across different sub-components including areas such as gender, EiE, WASH, school infrastructure, teacher education, curriculum development and decentralisation practices…

The reality of inclusion into mainstream primary education: some prerequisites for Learners with disabilities Despite noticeable progress in primary education outcomes in Bangladesh, universal access is still hampered by OOSC and drop-outs both of which include large number of CwDs. Given the hard living conditions for many of them and the limited facilities and infrastructure at schools, the prospect of effective inclusion can be challenging. Yet, there are continued efforts to make inclusion a reality and the following are some prerequisites towards that end.

Identification, screening and classification of disabilities To diagnose a person with a disability, one needs to be identified, screened and classified, accordingly. This could be a complex process when tools and trained personnel are limited. For severe disabilities, identification is more evident, but they still require tests to 5 For those who have mainstreamed disability in aid policy, it would be good to share their successful models. 6 There is a move away from the notion that the small parts of the education system changes only as needed when children with disabilities are present to embracing a holistic change that includes aspects of what might initially be designed for a specific disability type but can actually be used by many other students.

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determine levels of ability. This requires specialised facilities which are currently provided at district level by Chief Medical Officer. The official diagnosis of disability qualifies PwDs to receive services such as education and hence, registered in the system. The centralisation of services means that parents of children with disabilities will have to travel far and incur cost and hardship. It’s unclear the scope of coverage, extent and quality of existing classification services, but MoHFW has started a pilot for training health personnel in seven selected divisional Upazilas (mainly doctors and health workers) for screening and early detection of autism and neurodevelopmental disabilities. This also included an awareness raising training provided to parents and caregivers. However, services remain little known in the community including referrals services. Currently, a One-Stop-Service Centre is being pioneered with the support of the World Bank and this would resolve many challenges facing PwDs in terms of information, referral and access to services needed for their rehabilitation. It’s reported that these 68 district level centres provide comprehensive lifecycle service including assessment (i.e. optometric and audiology tests) and referrals all of which are disseminated by the media. There is no information available on the effectiveness of this project, especially from user’s perspective and an assessment of its work is needed, especially its outreach to rural zones. Moreover, given the centralised nature of services, such innovation requires higher levels of coordination and inter-departmental collaboration as well as simplification of procedures for accessing different services. That said, identifying and classifying learning difficulties can most practically be done by trained teachers with the support of a resource person – often it’s the work of a team. For this reason, capacity to carry out this work needs to be developed within MoPME at an arm length from school, preferably at Upazila level. Therefore, trained resource people are needed and their training may include: concepts and definitions of disability; information on early childhood development; screening and assessment tools; referrals and orientation to different services including mainstream schooling or rehabilitation and developing skills in managing IEP under an adapted pedagogy. Regardless of type of assessment (being clinical or educational), effective collaboration between these professionals can help making a sound decision concerning available educational opportunities and how best to maximise children abilities and potentials in the education process.

Rehabilitation needs of learners with disabilities For many learners with disabilities, education is inseparable from rehabilitation and the other way around. To make effective use of education, many learners with disabilities would require to be rehabilitated in the first place and this may include assistive devices such as glasses, hearing aid7 or crutches. These learners can follow mainstream schooling

7 That is said, for children who are deaf and hard of hearing – because their needs overlap between disability and a language minority, facilitating the learning of sign language for all children within the range of mild to severe hearing disabilities is important. The point that it’s the child’s decision and choice to use hearing aids, speech services, etc.

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with little adaptation to pedagogy or school infrastructure. Equally, other learners with moderate disabilities could follow mainstream pedagogy, but require major rehab support services including artificial limbs, wheelchairs, physiotherapy or speech therapy. These are essential services that will make education more effective and lead to quality learning outcomes for learners with disabilities and contribute to achieving universal access to education. For learners with severe disabilities such as children who are blind, deaf or have learning disabilities a reform in pedagogy is needed to make it more specialised to their educational needs. Currently, rehab services are provided by MoSW and MoHFW as well as NGOs. An example is orthopedic devices provided by BRAC Limb and Brace Fitting Centre offering quality artificial limbs and braces, including training on their use, physiotherapy, counselling and education. Equally, Center Rehabilitation for Paralyzed (CRP) and Center for Disability in Development (CDD) also provide orthopedic devices. Other rehabilitation services are provided by JPUF/MoSW 68 One-Stop-Service Centres at district level throughout the country. Services include physical, occupational, speech and language therapy; hearing and vision tests; and assistive devices and mobility aids free of cost. An important service that can be added to this package is that of supporting parents and families of children with disabilities in order to learn sign language, braille and disability awareness and orientation skills. This can be done in collaboration with organisations of persons with disabilities at the community level, but requires endorsement of concerned ministry, namely MoPME and MoSW. A prerequisite to rehabilitation services however is that of prevention through the provision of nutrition and sanitary services as well as early intervention services. Currently, these are provided by different agencies, namely MoHFW which provides immunisation and nutrition campaigns. School feeding in collaboration of WFP is an example of the latter aiming at reducing malnutrition, fighting poverty and preventing impairments and disabilities. For CwDs in school, to qualify for orthopedic services, one needs to apply directly through school system (School Management Committee, SMC). There is specific budget allocated for that purpose (50,000 TK per Upazila). This small amount cover limited number of children who need secondary assistive devices. For major equipment such as wheelchairs or artificial limbs, collaboration with NGOs as well as contribution by family towards the cost is necessary. Usually, training on how to use devices makes part of services. Among challenges to rural users are maintaining devices, repair them and change them regularly due to the developmental nature of children who grow up rapidly. Moreover, in addition to assistive devices, therapy may also be needed. For example, with a hearing aid, speech therapy may be provided in order to enhance verbal modes of communication in conjunction with the learning of Bangladeshi sign language8.

Research agenda, disability data and evidence based knowledge Research is an essential part of social inquiry concerning PwDs. Research can be inherently political and can play an important role in transforming and changing the world and not

8 For LwDs who are deaf or blind, Bangladeshi sign language or braille is encouraged and this requires often adapted pedagogy rather than rehabilitation.

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only describe it. The adoption of particular research method for example, will influence the suggested solution put forward to deal with disability issues (i.e. influencing societal polices and provisions concerning learners with disabilities). Disability research is political by definition. There are different methods of research and data collection including two major approaches in doing disability research, namely the participatory and emancipatory paradigms. • Both of these approaches support a move away from the traditional methods of studying

persons with disabilities as respondents. • There is a move towards permitting respondents to participate and control of the

research process and its production. • However, the two approaches adopt different means of trying to achieve such levels of

participation and control for PwDs within the context of the research process. There are 4 main differences between participatory and emancipatory research: • The first relates to the issue of control over the research process; • The second difference is the role of researcher; • The third difference relates to the issue of the source of initiative for undertaking the

research; • The fourth difference is that emancipatory research deals generally with individual and

group aspects of liberation. In policy terms, to plan, monitor or evaluate, research is necessary to makes analysis of the situation. It is important to encourage higher levels of participation and move towards emancipation by involving people with disabilities/learners with disabilities as partners and owners of research process and its outcomes. Participatory practices are well developed in Bangladesh and this can set the scene for smooth transition from participation into emancipation in education evidence based knowledge and subsequent decision making. Despite a growing capability in education sector data management in Bangladesh, evidence based knowledge on the situation of learners with disabilities is still limited. Data on disability in general are little accurate and there are different estimates of PwDs, but all are far below international rate constituting 0.9% - 1.4% (BBS, 2015). This may be due to using different methods of data collection and different definitions of what constitute a disability in Bangladesh. In fact, HIES 2010 included innovative self-identifying module on disability based on Washington Group child functioning and disability. However, discussion with stakeholders revealed that limited training provided to data collectors may be behind the low reported number of PwDs. Data collectors were more able to report moderate or severe disabilities. There was also a tendency to not report certain disabilities (i.e. intellectual) by parents due to family standing in the community. People with invisible disabilities including mental health issues and education related disabilities such as learning difficulties (i.e. dyslexia) were underreported in the above survey. This is an important issue for achieving universal access to education and reaching out those children with disabilities who remain out of schools. Without standardised definitions of disability, the identification of those children would not be possible and they remain invisible and consequently, unreachable. For effective identification, disaggregated

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data on their situation (age, gender, type and severity of disability…) is needed in order to better serve their educational needs. The need for disability disaggregated data constitutes a priority in the education sector as it’s directly linked to the reduction of OOSC as well as repetition and drop-out rate. Once children with disabilities are identified and enrolled in schools, information on the reality of their inclusion is important to manage through existing unified EMIS. This allows monitoring their level of participation, attendance, performance, survival and overall inclusion profile. This should also provide valuable information on the level of support available at schools such as accessible infrastructure, adapted pedagogy and disability trained teachers… Pertinent to this discussion is the importance of strengthening comparable data at all levels (mezzoo, micro and macro). Washington Group on Disability Statistics (WG) has the potential to provide such comparable data and can be linked to thematic survey and national census accordingly. Although known of its simple application and accuracy, WG requires considerable training being provided to data collectors on disability definitions and identification of invisible disabilities. Currently, Bangladesh Bureau of Statistics is planning for its next national census 2021 and as such it would be an occasion to use WG to obtain accurate data on children with disabilities and possibly information on their education profile. The following short set of questions may be more appropriate for census data. These questions concern difficulties the person experience in doing certain activities including: difficulties in seeing even if wearing glasses; difficulties hearing even if wearing hearing aid; difficulties walking or climbing steps; difficulties remembering or concentrating; difficulties with self-care; difficulties in communication (understanding or being understood). These are measured on a scale of effort ranging from ability to perform the task to complete difficulty.

Upazila Resource Centre (URC) With one of the largest primary education systems in the world, certain level of centralisation is necessary to ensure standards, competence and accountability. Yet, the learning process takes place at schools level in small local communities. To bridge the gap between different layers of authorities from DPE at central level to SMC at school level a linking chain has to be found where information and competence flows smoothly from one structure to another. This role is assumed by URC a structure at sub-district level representing the nearest education authority to schools. In addition to its supervisory role, URC plays a vital role in transferring knowledge and skills to schools. As such, its role in building competence in disability inclusive education is crucial. Its officers can be trained on thematic disability inclusive education and serve as specialists in the subject area as necessary. They can provide training to mainstream teachers/principals, monitor their performance and report information to DPE through EMIS. An area for supporting teachers who have learners with disabilities in their classroom is the management of Individual Education Plan (IEP) including its development and implementation. IEP is based on specialised teaching and is linked to adapted pedagogy

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including curriculum and TLM. It measures the capacity and potential of learners with disabilities for achieving education goals set out in the curriculum in a way comparable to their peers using adapted methods of learning. Examples include: acquiring grade level competency in Bangla for learners with visual or hearing disabilities who require Braille or Sign Language support; managing hyperactivity for ADHD children in the classroom, providing visual cues and structured teaching for children with autism or providing support to students with dyslexia who may have mixed-up letters when reading, writing or speaking. Typically, IEP assesses the level of existing competence for learning the new competence, identify available and required resources (i.e. adapted TLM) to help learners acquire the new skill and determine an appropriate method of skill acquisition and timeframe to make this happen. Yet, fore granted tasks such as ‘listening’ requires a prerequisite of being able to hear in the first place. For those who are hard of hearing or deaf this means using Bangladeshi sign language in order to develop this competence. Methods of skill acquisition may include dividing the competence into components or smaller steps to facilitate its acquisition, extra time for repetition or using specific TLM such as geospatial forms.

School Management Committee Depending on the mandate of SMC, this can be an effective structure to oversee education at schools level. The participation of different actors in the local community, namely the parents enhances the process and provides leadership at micromanagement level. Such decentralised practices are healthy signs for the development of effective education system and indeed contribute to good governance. An area that could be explored further however, is the representation of children on SMC through different student groups such as clubs for CwDs. A club can serve for raising awareness of rights of CwDs to education among peers and allows the voice of learners with disabilities to be represented on SMC concerning their specific pedagogical needs and rights, more generally. It’s at the school’s level that the learning process takes place and learners with disabilities enter into contact with teachers to acquire the competences set out in the curriculum. Being in the heart of action, schools management is very important in achieving quality learning outcomes. A well-managed school and one without barriers would open up opportunities for CwDs to enrol into its program of primary education and facilitate their inclusion by making necessary adaptation to accommodate the individual needs of each learner. That said the ability of schools alone to accommodate learners with disabilities remains limited and its capacity (technical and managerial) has to be strengthened and linked to different layers of authority, namely to Upazila level. Moreover, schools would be empowered by trained teachers, adapted curriculum and appropriate TLM as well as accessible infrastructure and facilities in order to provide quality education to all children including learners with disabilities.

2. Sub-component design vision: ideal and agreed The continued exclusion of children with disabilities from the education system is a violation of their rights which are clearly stated in CRPD, namely article 24. This is an

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issue of human rights and development. For effective implementation of disability rights including that of education, CRPD has devised a number of mechanisms for monitoring the implementation of its various articles including article 24 on inclusive education. Article 33 of the CRPD sets out three tiers of actions to ensure the respect, protection and fulfillment of rights. As such, it emphasises the need for a central body at national level (a focal point, i.e. disability commission) to monitor the compliance of CRPD through national laws, development plans and programs. Towards that end, it requires a reporting mechanism on progress made and this is to be submitted to the Committee on the rights of persons with disabilities at UN-OHCHR. Currently, this role (coordination and oversight) is assumed by the Bangladesh National Coordination Committee on the Rights and Protection of Persons with Disabilities or National Monitoring Committee and as such consultations with them on the design note concerning disability IE are necessary. To enhance the right to disability inclusive education in Bangladesh, monitoring the compliance of disability rights as a whole is necessary and this requires:

Mechanisms established by CRPD (focal point; high commission on human rights & CSOs)

o Ex: complaints mechanism to deal with violation of rights submitted to national High Commission of Human Rights

Reporting system and report guidelines for the periodical production of o CRPD Country Official report o Shadow report

Individual communication to the Committee on Rights of PwDs, UN-OHCHR, Geneva. This applies to Bangladesh since the country has already ratified the Optional Protocol (OP). Under this provision, PwDs can submit complaints directly to Geneva via their national organisations (DPOs), but they need to be aware of this provision and its procedural requirements in the first place.

For effective protection of rights and liberties, it’s important to designate a lead government agency as ‘duty bearer’ on disability inclusive education in Bangladesh – this will help in identifying responsibility, accountability and competence. Given that different duty bearers exist in Bangladesh (MoPME, MoE, MoSW), an effective mechanism of coordination is necessary for complementarity of responsibility and for effective collaboration. Such structure/s would demonstrate capacity and institutional sustainability of donor technical support to inclusive primary education.

3. Sub-component objective and description of activities.

Given the progressive nature of this sub-component on disability inclusive education, objectives are numerous as outlines below, but they focus on improved quality of learning outcomes and consequently social participation and inclusion. Objectives are further explained with outputs, indicator and target to be achieved by 2022 as in appendix 1. The first objective concerns increasing the number of children with disabilities who are receiving primary education in Bangladesh significantly, with a target of 60% achieved by the end of PEDP4. This by definition means: reaching out of school children with disabilities and reducing drop-outs for learners with disabilities (visible and invisible).

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Objectives:

To increase access to primary education by 60% by end of program (as explained in appendix 1)

To incorporate appropriate disability inclusive education modules into teacher education program for teachers of mainstream schools

To adapt primary education curriculum9 in all subject areas including Bangla and Math and making text books and TLM available in Braille, sign language and simplified texts for learning difficulties. To adapt assessments and exams10

To help making the school environment disability friendly including classrooms, WASH facilities and playgrounds

The above objectives are closely linked and interrelated - one can’t be achieved independently from the others. For example, increasing access to primary education will not result in quality learning outcomes unless other objectives are also achieved concerning the provision of specialised teaching, adapted exams and an improvement in education provision. In fact, increasing access to education without providing necessary individualised educational support will lead to higher rates of repetition, drop out and lower learning outcomes. Moreover, there are cross cutting issues that affect the performance of PEDP4 as a whole and this includes issues such as student-teacher ratio, SF (school feeding including garden practices), stipend program, and one shift schools to extend contact time, improved Bangla and Math and others. These become particularly relevant to learners with disabilities and require attention. There is a great deal of resources and capacity building underway that could be capitalized upon in this sector - achieving certain objectives may depend largely on refocus of certain intervention, reprioritisation or leveraging resources. There are a wide range of activities which could be proposed to meet the above objectives. However, the success of proposed action is largely determined by the environment in which it operates within. An enabling environment for education with favourable conditions is likely to help in the implementation of activities. This includes for example, the government’s commitment and political will, the firm engagement of DPs in supporting the sector and the active involvement of the local community, notably organisations of persons with disabilities…

9 There are two generic aspects to adapting a curriculum: one is informational and deals with the technical issues related to the type of disability in question and the second is communicational dealing with presentation of curriculum in appropriate format. It was suggested that the technical issues on inclusive education and specific type of disability be included in the professional study component of current teacher education curriculum of DPEd at PTI. 10 It is argued that investment in ‘adaptations’ such as modified curriculum for learners with disabilities will pay off in the long run. However, it should be pointed out that not all accommodation cost money. For example, CwDs can be given extra time to complete an exam and that is a no cost accommodation. While this is noted in ANDD Act 2013 and children who are autistics receive some support for an extra time, this issue needs to make part of NEP and systematic support be provided to all learners with disabilities. This can includes extra time, assistant support or adapted exams for Braille, sign language users and children with cerebral palsy.

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Yet, an effective disability inclusive education is that which is centred on the student as principal actor in the learning process without ignoring their abilities, their educational needs and their surrounding environment. A good strategy towards that end is one that focuses on identification and removal of barriers (i.e. accessibility issues, attitudes or discriminatory policy…), provides individualised educational support to learners and one that aims at empowering users to fulfil their rights.

What kind of strategy? While there are different levels of school integration, it is important to note that school for all helps greatly overcoming exclusion of marginalised groups, but does not necessarily guarantee the inclusion of learners with disabilities. Disability inclusion requires a reform of school system to make it geared towards the specific needs of learners with disabilities as discussed above (improved capacity to identify, enrol, maintain and retain learners with disabilities throughout the primary cycle). Given that this discussion aims at empowering learners with mild/moderate impairments in the short/medium-term and empowering learners with severe disabilities in the long-term, there is only one strategy within this discussion: full disability inclusive education inside mainstream classrooms for all types and degrees of disabilities. In order to make disability inclusion a reality in PEDP4 a systematic intervention is needed with piloting as integral part of action in order to provide a successful model. A pilot should include a situational analysis to help provide: base-line information on the scope of phenomena of disability IE; provide a disaggregated database for children at school age (in school and out of school) and for this to feed into ASPR11; and provides analysis for developing future action. Potential model/s can be discussed with DPE and interested partners.

Target groups Definition of target groups and their exact constituents can be refined further. However, there two main categories included:

Rights holders These are the primary constituents of rights and they have entitlements by the power of the law. They include: Primary beneficiaries - learners across the disability spectrum. Secondary beneficiaries - teachers, parents, DPOs…;

11 There is need for a unified database on primary disability inclusive education statistics such as number and conditions of schools where CwDs are educated, number, types and severity of impairments of CwDs enrolled in school as well as dropped out, disability IE trained teachers etc. This needs to be linked to EMIS and feed into ASPR using ICT as a tool for generating and management of data. Timely data can maximise resources. For example, GPS with less than 10 students and NNPS with no students can be made available to serve CwDs. To do so, a survey in the local community is needed for identifying CwDs and OOSC and brings them to school. On a larger scale, disability needs to be integrated in national surveys and census with training provided to data collectors. Consistent data is also needed concerning learning assessments and performance measurement. PECE indicates passing mark of 98.5% in 2015 while NSA indicates significantly much lower rates for Bangla and Math.

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Duty bearers They are typically state agencies who provide services mandated by laws, but this may also include non-state service providers. They include: Line ministries, primarily MoPME, MoE, MoSW, MoHFW Other service providers such as BRAC, CAMPE and other NGOs…

Areas of work Much proposed action deals with building capacity for a specialised pedagogy targeting learners with disabilities in primary education. This includes issues such as a teacher training program, curriculum development including appropriate technology and communication tools as well as building capacity in the Cell on IE at the DPE, more generally. Moreover, they may include broad empowerment issues such as increasing child (CwDs) participation in education processes, decreasing a family’s vulnerability and working in partnerships within the local community. While the focus in this DN is placed on primary education, transitional educational services need not be neglected between pre-primary to primary and between primary to secondary and beyond. For example, some learners with disabilities would require individualised support in vocational and technical education or training when they join secondary schooling so that they are prepared for future world of work. Quality learning outcomes are prerequisites to youth skills development and subsequent economic inclusion. The financial cost of excluding persons with disabilities from the economy is well founded. Buckup (2009) estimates the economic consequences of excluding people with disabilities from the world of work in Canada in 2001 between $ 26.6-36.6 billion. Globally, this may account to trillions of dollars in loss of GDP ($1.71 trillion to $2.23 trillions) annually. In low and middle-income countries this could reach between 3 to 7 per cent of the gross domestic product. Moreover, a large proportion of people in developing countries (12-20%) are thought to be non-productive due to lack of inclusion of PwDs (World Bank, 2007). In Bangladesh, lost income due to lack of schooling and employment is estimated US$ 1.2 billion annually or 1.74 of GDP (World Bank, 2008). Conversely, primary education (i.e. acquired reading skills) plays instrumental role in fighting poverty and increasing country’s per capita GDP significantly (UNESCO, 2011).This is a prerequisite for Bangladesh to achieve its goal of becoming a middle income country by 2021 and as such all sections of society including PwDs should contribute towards that end. Components of disability inclusive primary education

Based on international standards, namely CRPD, the following are suggested components for disability inclusive education in Bangladesh under PEDP4. For the sustainability of action, it’s important that these (see Gantt chart for detailed activities) are implemented under SWA with GOB taking the leading role and Organisations of Persons with Disabilities (DPOs) actively involved as partners and advisors.

1. Increasing access of Children with Disabilities to public mainstream education through an improved reception condition at schools. This may include :

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Sensitization on rights of CwDs to an education and the importance of social participation and as a result on concepts and practices of disability inclusive education

Simplification of procedures of registration, exemption of fees… Access to services including health and social services such as orthopedic devices,

glasses and braille, hearing aids and sign language… Creating an enabling environment: WASH 3 stars approach including toilets,

playgrounds, and furniture) as well as a transport system when applicable Awareness raising?

2. Elimination of barriers linked to access to education: Continued identification of learners with disabilities at schools and the provision of

referrals services Constant identification of barriers by sound research practices Elimination of barriers linked to the physical environment at school (toilets,

playgrounds, and furniture as well as safe drinking water) Elimination of barriers linked to communication (sign language, closed captions) Elimination of barriers linked to reading (braille, simplified text) Identification and elimination of barriers linked to regulations, policy or practices Putting an end to all forms of abuse and exploitation of CwDs (including child labor

and girls’ early marriage) Taking some measures to help CwDs from vulnerable backgrounds (i.e.

strengthening stipend program,school feeding and safe living conditions to protect CwDs from abuse)

3. Reinforcing the capacity of Cell on IE/DPE/MoPME: Disability awareness (concepts and practices of disability IE). In this regard, it`s

important to strengthen linkages between line-ministries (MoPME, MoE and MoSW) and national level DPOs (i.e. NFOWD) as the latter provide sensitisation, advocacy and policy influence

At the level of project management (participatory planning aiming at mainstreaming disability into the DPE and focusing on interdepartmental collaboration and decentralised practices)

Research and data management including knowledge generation and dissemination Monitoring and Evaluation (M&E) and effective linkage to the current EMIS and

Washington Group questions Institutional support related to ITC at Cell as well as throughout the system up to

Upazila (URC) and school level with simplified communication strategy

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Exchange visits: study tours to national initiatives as well as visits to regional models of disability IE in South East Asian Region (SEAR). Given the proximity and already established ties, the Australian model of disability IE may be explored.

4. Skills development: At teacher training level :

o pre-service : formal training (degree or certificate as indicated previously) o in-service : continued training under the 18 month DPEd with focus on

modules in disability inclusive education o ToT : training of trainers

At training institutes level: o Coordination between policy and program on one hand and demand and

supply on the other (between DPE and teacher education providers) o Extended training on Individualised Education Plan (IEP) o Collaboration with specialised schools and centres for student practicum

Acquiring educational TLM, equipment’s and furniture Developing an adapted national curriculum for all types of disabilities including

Braille, Bangla sign language and simplified text for learning and intellectual disabilities

5. Strengthening the policy framework : Elaboration of regulations and orders focusing on disability IE under NEP 2010 and

clarifying the right of all children to a primary education includes by definition those with disabilities whose inclusion in mainstream school would require a reform in education system

Mechanisms for coordination and implementation for line ministries and other service providers

Simplification of monitoring and reporting procedures at all levels Supporting DPE and facilitating the empowerment of civil society for the

production of official and shadow report on CRPD concerning monitoring the implementation of article 24

6. Reaching out for CwDs who are out of the school system : Following Community Based Rehabilitation approach to social mobilisation in

collaboration with DPOs – awareness raising and sensitisation on Dis-IE and rights of CwDs to social

participation and inclusion – identification, assessment and classification – orientation and referral – rehabilitation services

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– complementary support including home-schooling Reducing the rate of drop-out and repetition

4. Implementation arrangements.

Implementation modalities include a number of scenarios one of which begins with extensive consultation with stakeholders, notably DPOs on the best course of action to follow for disability inclusive primary education. This may result in a declaration, a position paper or a pointer for strategy based on a SWOT analysis. Elements of this DN could also be integrated into the product of such consultation. A steering committee (i.e. platform) is to be created for the sole purpose of disability inclusive primary education and be tasked with planning, coordinating and overseeing the monitoring of article 24 of CRPD. Given that different structures already exist in the country, discussion may be convened to identify best available structure to take on this task instead of creating a new one. Terms of Reference on the composition and functioning of this body can be drafted, accordingly with DPOs making integral part of this structure. Piloting for the sake of scaling up is needed and a co-lead agency is needed for this particular purpose. In any piloting, collaboration with DPOs is crucial as they are best equipped to: identify CwDs in the local community, provide awareness raising and reach out to children with disabilities who are out of school. In some cases, they can also work under a CBR network and provide referral services and home schooling follow-up. If evidence exists of successful projects demonstrated by recent evaluation, these models can be looked at favorably and may be endorsed or modified for scaling up. In this case, the role of co-lead agency becomes a technical advisor to DPE who would assume leadership in implementing proposed components. From initial consultations with stakeholders, some interesting examples exist but require visiting and this includes: Plan International model for disability inclusive education in 55 district level government schools where they provide support to include learners with severe disabilities in mainstream school or projects provided by BRAC, ANDD community mainstreamed education and/or other actors. A certain degree of decentralization is needed for effective management of disability IE (for a pilot as much as for scaling-up) with active involvement of education authorities at district and Upazila levels. SMC play a central role here and should be trained on reporting techniques following simplified procedures. At Upazila and district level monitoring and reporting is also needed. Together, this may help in creating a reliable database linked to the central EMIS at DPE and enhances evidence based knowledge. In the classroom and throughout disability inclusive education activities, ICT may be used as a tool for enhanced pedagogy as well as for management, communication and monitoring purposes.

Recruitment of implementing agencies:

A disability compliant Request for Proposals (RFP) to be issued and be available in alternate formats including Braille or audio, sign language and simplified texts. This is in line with international procurement best practices that aim at promoting the participation

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and equalization of opportunities of PwDs in development process and its outcomes as well as supporting international disability advocacy. Consequently, a co-lead agency with capacity in disability inclusive education can be contracted as a co-implementer or technical advisor to DPE. Among contractual issues it’s important to: partner with Organizations of Persons with Disabilities (DPOs) for implementing project activities, especially in local community; ensuring that persons with disabilities / children with disabilities are the main target of intervention and enhancing user’s perspective in service provision; and empowering children with disabilities and their families throughout project lifecycle. Among reasons for recruiting a co-implementer is their technical expertise (TAs can also be called upon) as well as their ability to build capacity and transfer skills to Cell/DPE on different aspect of project management, namely in research, data management and M&E. They should be able to jointly carry out all project activities and closely monitor the performance of project and that of users (learners with disabilities) in order to achieve quality learning outcomes. A steering committee towards that end would be necessary as well as management and technical working groups. Given that co-implementer will be working closely with Cell on IE, joint planning is necessary for implementing different components and their activities. Training may be given to members of Cell in order to enhance its capacity in management, policy analysis or oversight according to specific needs of project. Training (technical and managerial including reporting) will also be necessary at different levels of authority, namely at URC. This would help in sustainability of skills in the regions. For effective reach of OOSC, collaboration with DPOs is recommended. They can be reliable partners and help in raising awareness, identify OOSC and provide home follow-up to learners with disabilities. DPOs are best placed to advocate for the rights of learners with disabilities to education and complementary services and in that way help bringing social change at community level and beyond. The leadership of DPE is a key to the success of disability IE. In addition to effective interdepartmental collaboration within DPE, delegation of authority to Cell/URC is necessary and so is the simplification of procedures for logistics and financial management. Rapid response to mitigate risks (see Annex 3) requires often strong leadership. Given that disability IE is a cross cutting issue, mainstreaming disability across all DPE divisions and units is a good practice. That would facilitate the smooth running of projects, the effective flow of information as well as decision making and governance process. A list of TAs needed to carry out proposed activities is included in Annex 4 and specific ToRs can be developed, accordingly.

5. Results Framework

Annex 1: Disability Inclusive education results framework GOAL Inclusion of CwDs in mainstream primary education system in Bangladesh Objective 1 Indicator Baseline Milestone2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions Increasing access of CwDs to schools

Proportion of children with disabilities (mild and moderate) with access to primary education in Bangladesh

An estimated 1% of children with disabilities in Bangladesh receive primary education

Accurate data available on numbers of CwDs receiving primary education

20% increase in total number of CwDs receiving primary education



60%12 increase in total number of CwDs receiving primary education

EiE situation; Budget allocation; Technical assistance in strategy development

Source Bangladesh official/shadow reports to Committee on Rights of Persons with Disabilities on right to education; National population statistics; Annual reports of MoPME, MoE, MoSW, MoH, BBS, UNICEF; ASPR, NSA, Cell-IE

OUTPUT 1 Indicator Baseline Milestone2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions Policy and programs on education are harmonized in accordance with CRPD through the participation & influence of DPOs

Policies and programs in accordance with the CRPD are underway

Current status of NEP Guidelines on mainstreaming disability IE are developed

Strategy on disability IE is developed targeting learners with severe disabilities

Gradual implementation of strategy with focus on creating enabling13 environment for specialised pedagogy

Gradual implementation of strategy with focus on creating enabling environment for specialised pedagogy

Gradual implementation of strategy with focus on creating enabling environment towards specialised pedagogy

Policy analysis Program evaluation; Enabling environment for the inclusion of CwDs is created

Decentralisation underway; Developing procedures; Budget allocation; System of M&E in place

Achieved Met: 10% (percentage is based on guidelines to be developed by STTA)

Met: Met: Met:

Source Bangladesh official/shadow reports to Committee on the Rights of Persons with Disabilities on rights to education; National level population statistics; Annual reports of MoPME, MoE, MoSW, MoH; Media/campaign reports, Cell-IE

12 Different estimates on prevalence of disability among children exist in Bangladesh ranging between 1.4 and 17.5 per cent. This means that there is between 805,000 to 10 million CwDs (ASPR, 2017 - p 162). The lowest and most popular estimates of disability among primary school children are estimated at 5% making it prevalent among up to 1 million of primary school age children. At primary schools system, currently there is 67,000 LwDs receiving education. Based on 5% estimate, the target of 60% = 600000. This is attainable target and aims at increasing access of CwDs by adding less than 10 children per school over a period of 5 years (life cycle of project). In other words, adding 2 children per school per year. 13 This includes a number of small steps such as continued awareness raising on rights of CwD to education, removing barriers related to access, making infrastructure disability-friendly, systematic identification of LwDs in schools as well as OOSC who have substantial educational needs and provide them referral services (i.e. rehab), strengthening EMIS disability data management and working progressively towards specialized pedagogy (teacher education, curriculum adaptation, textbook, TLM, exams, learning from pilots) etc.

GOAL Inclusion of CwDs in mainstream primary education system in Bangladesh Objective 2 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions To incorporate appropriate disability inclusive education modules into teacher education program

Adequate modules on vision/hearing disabilities and LD make part of teacher education program (3 modules covering main types of disabilities)

20% elements exist under different institutions (i.e. IER), focusing mainly on special education

80% of modules on disability IE be developed according to social model and include: disability awareness, research issues, empowerment, advocacy and human rights

100% Modules (hearing, vision and LD) are tested

100% Modules (hearing, vision and LD) are tested

100% Modules are validated and standardised

Modules are assessed

Leadership of NAPE/PTI; Collaboration of DPOs, CDD, IER-UD…;

Source Cell-IE, PTI, NAPE, IER-UD, DRRA

OUTPUT 1 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions Regular teachers are trained on specialised pedagogy for different learners with disabilities

% / # of regular teachers skilled in management14 of IEP; % / # of teachers attending an extensive practicum in specialised schools

Up to 5% of teacher are already trained on different aspects of specialised pedagogy

20% of in-service school teachers be trained on specialised pedagogy for learners with disabilities;100% of new recruited teachers be trained via DPEd;250 ToT be trained on short term modules

20% of in-service school teachers be trained on specialised pedagogy for learners with disabilities;100% of new recruited teachers be trained via DPEd;;250 ToT be trained on short term modules



100% of in-service school teachers are trained on specialised pedagogy for learners with disabilities;100% of new teachers are trained via DPEd; 250 ToT are trained on short term modules

Challenges related to smaller schools with less than 3 teacher; Choice of education program (formal diploma or short-term certificate); Collaboration of specialised school for practicum;

Achieved Met: Met: Met: Met: Source

PTI, NAPE, URC, Cell-IE MoSW, IER-UD, CDD, CRP/ICACBR, Plan-B, IER-UD, Shuchona Foundation

14 Among class management skills is that of understanding the basics of beahvioral A-B-C (antecendents-behavior-consequence) whereby teachers can managage a student and the classroom nad make it positive learning space for all students.

GOAL Inclusion of CwDs in mainstream primary education system in Bangladesh Objective 3 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 21 Target 2022 Assumptions To adapt primary education curriculum for learners with different disabilities

All subject areas (100%) including Bangla and Math are adapted to learners with disabilities 100% of curriculums include issues of identification of learners with disabilities at schools and OOSC

1% - attempts exists to adapt curriculum on experimental basis (i.e. Plan-B, BRAC…)

Exploring relevance of existing models; Curriculum is reviewed and focused on disability IE; Curriculum is modified to suit different learners with disabilities

100% Adapted curriculum is integrated into regular one and being tested

100% Adapted curriculum is integrated into regular one and being tested

100% Curriculum is validated and standardised

Curriculum is assessed

Curriculum review/modification be conducted at same time of that of JICA and aligned with it; DPOs active participation; Special school/MoSW collaboration

Source Cell-IE, NCTB, NAPE, PTI, TTC, URC, JICA, Plan-B, BRAC, CDD, CRP/ICACBR

OUTPUT 1 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 21 Target 2022 Assumptions Text books available in adapted formats

% of text books in Braille / alternative format; SL & LD; TLM for B, SL&LD

100% of primary textbooks available in digital form!! Draft SL dictionary! Draft textbook for LD Pilot TLM for B, SL & LD!!

100% of primary textbook available in audio!! Braille? Final SL dictionary Text book for LD Standardised TLM (B, SL & LD

Textbook/TLMs are tested

Textbook/TLMs are tested

Textbook / TLMs are validated and standardised

Textbook / TLMs are assessed

Active participation of DPOs; Collaboration with special schools and MoSW on curriculum development including contents

Achieved Met: 20% Met: Met: Met: Source

Cell-IE, NCTB, NAPE, PTI, TTC, URC Plan-B, BRAC, CDD, CRP/ICACBR, Shuchona Foundation, DRRA, DPOs (i.e. deaf association..)

GOAL Inclusion of CwDs in mainstream primary education system in Bangladesh Objective 4 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions To adapt assessments and exams

% / # of formative and summative assessments adapted to different types of disabilities

≤ 1% receive support during final exams, mainly ANDD learners and some learners with visual disabilities

100% of all final exam (summative) are adapted to Braille/sign language users, ANDD & learners with physical disabilities

100% of all regular assessments (formative) adapted to Braille/sign language users, ANDD & learners with physical disabilities

100% of formative and summative assessments adapted to different types of disabilities

PECE/NSA includes Learners with disabilities in their assessments and data

Ministerial order is issued to enforce it

Availability of exams in braille, sign language and simplified LD text; Availability of assistance in doing exam as necessary; Availability of trained correctors; Availability of ITC if exam is digital; Endorsed by DPE

Source Cell-IE, DPE-M&E, NCTB, ASPR, PECE, PSC, URC, ICT in Education, CPEIEU MoSW, DPOs, Shuchona Foundation

OUTPUT 1 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions Learning outcomes of learners with disabilities are measured accurately

% / # of competence level (subject, grade, terminal) which are assessed for different learners with disabilities; % / # of learners with disabilities who read, write/sign and calculate according to exams results

≤ 1% of learners with disabilities with mild impairment set exams measuring standard competences designed for non-disabled students

100% of competence level (subject, grade, terminal) are assessed for different learners with disabilities using adapted measurement.

100% of competence level (subject, grade, terminal) are assessed for different learners with disabilities using adapted measurement. It’s not the competence that needs adapting, rather, it’s the measurement tool. Ex. making exams available in sign language, braille or LD’s simplified text.

Competences system for learners with disabilities is analysed in light of learning outcome (i.e. achievement, repetition, drop out and completion rate…) Competence system is integrated in FLAN

Required core reading skills are acquired (i.e. alphabet knowledge for B/SL, fluency in reading, vocabulary & comprehension); writing skills (i.e. produce meaningful text) and numeracy (i.e. (numbers, operation and geometry)

Competence measurement system for learners with disabilities is endorsed and appears in DPE data (i.e. ASPR, NSA…)

Leadership of DPE-M&E/NCTB/NAPE; Improved classroom practices; Rote learning vs skills assessment is harmonise; Quality assured; Effective implementation of FLAN


Cell-IE, DPE-M&E, NCTB, ASPR, PECE, PSC, URC, ICT in Education, CPEIEU, MoSW, DPOs

GOAL Inclusion of CwDs in mainstream primary education system in Bangladesh Objective 5 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions To help making the school environment disability friendly

% / # of school buildings: classrooms, WASH facilities, playgrounds and school entrance that are accessible

≤ 1% of school facilities are accessible to different learners with disabilities, notably learners with physical disabilities

20 % of existing schools be fitted with accessible infrastructure; 100% of new schools to comply with accessibility standards




80% of schools are made accessible; 100% of new schools are made accessible;

Reasonable accommodation is provided at schools (case by case); Leadership of DPE-URC and M&E; Collaboration of LGED and DPHE Source

Cell-IE, DPE, LGED, DPHE, UNICEF, CAMPE, DRRA

OUTPUT 1 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions National Building Code (NBC) 2008 is respected

% / # of schools and One-Stop-Service Centres that are Code’s compliant

≤ 1% of building are accessible including schools, universities, education admin and socio-sanitary services (clinics, social welfare…)

Monitoring the implementation of NBC in Dhaka/ Chittagong city and all divisions; 100% reduction in violation to NBC for existing essential service providers; 100% code compliant for all new public service buildings



Assessment of compliance levels is carried out

Universal Design is put into practice

Collaboration of Dhaka and Chittagong City Development Authority; Mechanisms for monitoring NBC are set up;


Cell-IE, NHRC (complaint records), City Development Authority, URC

GOAL Inclusion of CwDs in mainstream primary education system in Bangladesh Objective 6 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions Reinforcing the capacity of Cell on IE and field level officers in disability policy and program

% / # of completed projects (i.e. circulars; trainings…) under Design Note; % / # of MoU for linkages with line ministries; %/ # of MoU for collaboration with Nat DPOs

Good knowledge of inclusive education exists, but 0 staff assigned to Dis-IE

Disability awareness training / disability inclusive practices trainings are provided to Cell/DPE; Mechanism for collaboration with stakeholders (i.e. ministries / Umbrella DPOs15) is established

Study tours for Cell-IE (national/overseas) for learning about successful models; Disability inclusive practices training is provided to district (ADPEO/AUEO/ URC); Mechanism for collaboration with stakeholders is implemented

Disability inclusive practices training is provided to district (ADPEO/AUEO/ URC); Mechanism for collaboration with stakeholders is implemented

Disability awareness training is provided to district (ADPEO/AUEO/URC); Mechanism for collaboration with stakeholders is implemented

Design Note is mainstreamed into DPE; Complementary service for LwDs / CwDs is provided by other stakeholders (i.e. rehab); Mechanism for collaboration with stakeholders is assessed; DPOs/PwDs are represented on SMC

DPE makes new recruits / secondment to Cell (including persons with disabilities); TAs provide required support

Source Annual reports of MoPME, MoE, MoSW, MoH, BBS, UNICEF, ASPR, NSA…

OUTPUT 1 Indicator Baseline Milestone 2018 Milestone 2019 Milestone 2020 Milestone 2021 Target 2022 Assumptions Monitoring system is consolidated

% of accuracy / synchronisation of Dis-IE data in EMIS

Existence of operational M&E system, limited e-monitoring/ICT in Education which are instrumental for effective EMIS related to data on Dis-IE; Intro to disability research is provided to Cell

Training on disability research and data management to Cell and URC

Training to URC on identification of LwDs (mild /moderate) at schools as well as OOSC in collaboration with reps of DPOs/PwDs at SMC; Establishing reporting system

Training to URC on identification of OOSC who have significant educational needs that require specialised pedagogy in collaboration with reps of DPOs/PwDs at SMC and the provision of referral services;

Comprehensive data on Dis-IE is gathered regularly and integrated into EMIS

Identification and rehab of LwDs/CwDs is improved; Reporting system is developed; Data feeds smoothly into EMIS

Decentralisation underway; System of M&E in place, ICT in Education is functioning,

Achieved Best practice on Dis-IE is provided

Met: Met: Met: Met:

Source Cell-IE, DPE-M&E, ASPR, NSA, PECE, PSC, URC, ICT in Education, CPEIEU…

15 In addition to representation of DPOs on the SMC, collaboration with DPOs can be very useful on technical aspects of specialized pedagogy.

Annex: 1 Gantt chart Gantt chart for proposed activities under DN on disability inclusive education

Activities

Short Term Medium Term Long Term 2017 2018 2019 2020 2021 2022 + beyond

PEDP4 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Reinforcing capacity of Cell on IE in disability policy/program

Best inclusion practices – training and models sharing

Guidelines on mainstreaming disability into Cell on IE/DPE

Updated policy – gaps and opp. Elaboration of plan of action (strategy) on

disability IE targeting severe disabilities

Exploring existing models and developing a pilot for severe disabilities

Conducting SitAn on disability IE Developing and incorporating appropriate disability IE modules into teacher education program (visual, hearing and learning difficulties

Modules (hearing, vision, LD) are developed Modules (hearing, vision, LD) are tested Modules are validated and standardised Modules are assessed

In-service teacher (DPEd) training on disability IE is underway

New recruited teachers training on disability IE is underway

ToT for short courses Practicum in specialised schools Adaptation of primary education curriculum Review Modification Testing/Standardisation Curriculum

assessment

Text books available for different learners with disabilities

Braille (B)/digital format sign language (SL) Learning Difficulties (LD) TLM available in various formats for (B, SL,

LD)

Sign language dictionary finalised Text books and TLM tested and standardised Textbook/TLM

assessment ICT is used in learning ICT assessment Adaptation of assessment and exams Adapted exams for measuring competence level

for different learners with disabilities using Braille, Sign Language and simplified text for LD

Analysis of competences system for learners with disabilities against learning outcomes (i.e. achievement, repetition, drop out, completion rate) and integrated in FLAN

Endorsement of competence measurement system for learners with disabilities and its results appear in DPE data (i.e. ASPR, NSA…)

Enforcing adapted exam by a Ministerial order School infrastructure with universal design Collecting accurate data on available

infrastructure for schools and one-stop-service centres (functional/safe, requires maintenance, new ones…)

Collaboration with LGED/DPHE to carry out necessary work

Setting-up mechanisms for monitoring National Building Code 2008 in collaboration with City Develop. Authority

Monitoring compliance of NBC Compliance assessment

Strategic approach to out of school children (OOSC)

Preventive: improve learning outcomes (repetition, drop out, achievement and completion rate)

Proactive: include disability identification issues in curriculum and improve teacher skills in recognizing learners with disabilities

Referral-based: collaboration with local community (DPOs, CBR…) to identify CwDs and provide necessary incentives to bring them to school and/or refer them to appropriate service including rehabilitation

Rights proclaimed: promotion of CwDs rights to education, empowering them and their families towards that end

Cross cutting issues Capacity analysis of DPOs Monitoring the implementation of article 24 of

CRPD

Line-ministry collaboration (MoE, MoL MoHFW, MoSW, MoWCA for providing complementary services including rehab

National coordination on disability and IE Linking disability research to policy/practice

Annexe 2: Policy Matrix (draft- policy framework is yet to be analysed in details) Policy area Existing policy Gaps and bottlenecks Reform under PEDP4 Access/participation of learners with disabilities to primary education

NEP, 2010; Comprehensive Early Childhood and Development Policy,2013

Severe disabilities that require: rehabilitation or specialised pedagogy is largely absent

Strengthening identification, referral and early intervention

Specialised pedagogy

NEP, 2010 Teacher education (i.e. IEP) for learners with disabilities, adapted curriculum and adapted textbook are largely absent

reforming education system towards specialised pedagogy under MoPME

Rehabilitation National Health Policy 2011;Health, Population & Nutrition Sector Strategic Plan (HPNSSP) 2011 – 2016

Diagnosis is complex; rehab equipment is limited; infrastructure is inaccessible; emphasis on specialised services (last 2 are noted in HPNSSP)

Simplification of diagnosis; providing access to full range of services and devices, strengthening CBR and mainstream services and make them accessible

Assessment NEP 2010 learners with disabilities (severe) are covered under MoSW mandated services; Exams at DPE are little adapted

Covering learners with severe disabilities by MoPME/DPE; Adapting exams/assessments

Completion and drop-out

The National Child Labour Elimination Policy 2010; The Cyclone Shelter Construction, Maintenance and Management Policy 2011; Prevention of Repression Against Women and Children Act 2000 Majority Act, 1857 (rev) and The Child Marriage Restraint Act, 1929 (rev)

Notable progress, but still challenges in enforcement; Lack of mechanisms for implementation regarding CwDs Shelters’ WASH facilities remain not adapted, refugees with disabilities are hardly covered Have been revised (another reading is necessary). Currently, A2J is limited: evidence is restricted to visual and hearing girls with disabilities

Increasing awareness and incentives (monetary and token) and improve learning outcomes to encourage CwDs complete cycle; DRR/EiE to incorporate universal design approach in their plans to reach out for learners with disabilities; Strengthening rights promotion, protection and reclamation to cover prevention and violence of girls with disabilities; enforce section 31 and 36 of Disability Act 2013 by official publication

Infrastructure National Building Code 2008

Limited enforcement to schools, one-stop-service centres and providers of essential public service

Monitoring mechanism is needed and so is data

ICT ICT Policy 2009 (Article E 1 – social equity)

Despite specific mention of PwDs, provisions are not enforced. However, primary textbooks are available in digital form

Access to readers for digital form textbooks as well as other digital contents for hearing and LD

Transition issues National Skills Development Policy 2012

Affirmative actions (quota of 5% for training of PwDs) are little preferable under CRPD

100% - equal opportunities is recommended

Data and evidence Disability Act 2013 SLIP/UPEP data is little linked to decentralised RBM

Strengthen disability research agenda; disaggregated data on learners with disabilities appear in NSA, ASPR to feed EMIS and RBM

Annexe 3: Risk mitigation

Issue Description of risk Mitigation Policy and governance

Disability is not taken as a priority as cross-cutting issue in PEDP4; Long-term huge returns on investment be overshadowed by immediate cost; Human rights perspective is perceived as too early to introduce in Bangladesh; Slow decentralisation effecting governance

Disability is mainstreamed into overall PEDP with budget lines for respective components’ activities; Showing that some adaptions are cost-free; Respect for human rights makes part of government commitment to ratified treaties such as CRPD

Management Lack of leadership at different layers of DPE; Delay in budget allocation; Delay in meeting deadlines; Discouragement by hard working conditions at schools level; Lack of collaboration from line ministries (MoHFW or MoSW) re identification/diagnosis, rehab service and devices;

Engaging politicians and designating responsibilities to lead agencies and line-ministries; Make budget lines part of MoPME mainstream budget; Strengthen monitoring mechanism; Motivate workforce; Mechanism for effective coordination and inter-ministerial collaboration

Security Quality education is affected by long periods of schools closure due to weather issues; Monitoring is restricted due to the above;

Provide alternative schooling for prolonged closure periods; Effective use of ICT and remote monitoring in collaboration with URC

Collaboration of local community

Family reluctance to send their CwDs to schools; resistance of families of non-disabled children to educate their children in the same class as CwDs; Limited cooperation by the school to register/enrol CwDs; Lack of perfect conditions (STR, contact time, limited facilities and infrastructure) at schools make learning more challenging to CwDs and their peers;

Awareness raising at local community level; Involvement of DPOs Creating enabling policy and procedural environment Rights promotion and rights protection at school level

Sustainability

High running cost for pilot stage; Turn-over of skills; Limited funding

Mainstream strategic evaluations; Incentives to keep skills; Continued capacity building; Low-cost local solutions and contribution; improve governance & increase management efficiency

Annex 4: List of TA services required during implementation (mainly national expertise)

Objective Activities Required TA

Specific TA’s inputs Timeframe – Gantt chart for details

Reinforcing capacity at Cell

Elaboration of plan of action (strategy) for learners with disabilities (severe disabilities)

1 TA – 2 months

policy research; consultations with stakeholders; DPE joint planning; participatory strategy development

Q3-4 2018

Exploring models for developing a pilot / scale-up

1 TA - 4-5 weeks

SWOT analysis of primary education sector/stakeholders; assessment of existing models; developing an appropriate model

Q3-4 2018

Conducting a SitAn on disability IE

2 TA - 6-8 weeks

Comprehensive analysis of disability sector with focus on rights to education of learners with disabilities

Q3-4 2018 Q1-4 2019

Developing disability IE modules into teacher education

Incorporating modules into current DPEd

5 TA – 4-5 weeks

Developing modules materials for courses on hearing, vision and LD; module assessment; ToT module development;

Q3-4 2017 Q1-4 2018 Q1-4 2019 Q1-4 2020

Adaptation of curriculum including textbooks and exams in accessible format

Curriculum adaptation including review, modification and assessment

3 TA – 4-5 weeks

Examination of current curriculum; adapting contents to different audience; assessment of newly tested curriculum

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021

Making textbooks/TLM in accessible format for: Braille/digital format, sign language, LD; finalizing SL dictionary; testing textbooks/TLM

3 TA – 4-5 weeks

Developing contents in accessible format for vision, hearing and learning difficulties; finalizing SL dictionary; testing textbooks/TLM/ICT

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021

Adapting exams to measure competence level for different learners with disabilities (braille, SL, LD); Analysis of competence measurement system; integrating competence system into FLAN; mainstreaming competence measurement into DPE data; ministerial order

1 TA – 8-10 weeks

Unification/synchronization and adaption of exams; analysis of competence measurement system;

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021

for enforcement School infrastructure

Data collection on disability accessible infrastructure; monitoring compliance with NBC

1 TA – 4-6 weeks

Disability research design; CRPD based monitoring mechanism

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021

OOSC Awareness raising campaigns

1 TA - 5 years

Rights promotion, protection and reclamation

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021 Q1-4 2022

MoU for collaboration with DPOs as implementers

1 TA - 5 years

User empowerment; mechanism for complementary services

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021 Q1-4 2022

Cross-cutting issues

Capacity analysis of DPOs

1 TA – 4-5 weeks

Oversee implementation of recommendations

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021 Q1-4 2022

Monitoring the implementation of article 24 of CRPD

1 TA - 4-5 weeks

Policy research; legal analysis; media analysis; consultations with DPOs for shadow report

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021 Q1-4 2022

Line-ministry collaboration (MoE, MoL MoHFW, MoSW, MoWCA

1 TA - 4-5 weeks

Developing mechanism for coordination / collaboration including M&E; review of mechanism

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021 Q1-4 2022

Linking disability research16 to policy/practice

1 TA – 4-5 weeks

Developing a Platform (expert group) on disability IE in collaboration with research institutions

Q1-4 2018 Q1-4 2019 Q1-4 2020 Q1-4 2021 Q1-4 2022

16 A TA specializing in disability research may be needed for the duration of PEDP4. Such position can also contribute to several of research activities proposed under different TAs and in this way can be cost effective to establish the role of disability researcher. In fact, an experienced researcher can replace 4-5 of the above TAs.

Annex 5: List of stakeholders’ consultations Agency Person interviewed / consulted Remarks

Key informant Group discussion DPE Policy & Operation Prof Fazle Yahya

Mr. Nikhil Mridha

Cell on IE Team led by Mr. Delwar Hossain (3 members)

Curriculum/Upazila Mr. Sharif Islam Ministry of Primary and Mass Education/PSO

Mr. Hashibul Alam

Team discussion led by Mr Alam (AS) Mr. Abdur Rouf

Chowdhury (AS)

Dr Safiul Azam NCTB Prof Kufil Uddin

Ahmed

NAPE, Mymensingh Mr. Shamim Ahmed Mr Nazrul Islam

PTI, Mymensingh Mr. Muhammad Hussain

URC, Savar Ms. Ismat Ara Begum Mr. Muhammad Saiful Islam

Ministry of Social Welfare Mr. Atiar Rohman (AS)

Mr. Sushanta Pramanik (AS)

Ministry of Health and Family Welfare

Mr. Abul Kashem Bhuyian (JS)

Ministry of Women and Children Affairs

Mr. Aynul Kabir (JS)

Ministry of Labor and Employment

Mr. Khondaker Hossain (JS)

Ministry of Education Bangladesh Bureau of Statistics

Mr. Ashraful Haque

CAMPE Mr. Inamul

Hoque CDD Mr. Noman

Khan and Mr. Jahangir Alam

BRAC Ms. Limia Dewan

Community of PwDs / DPOs

Discussion with national DPOs representing the wider community of PwDs

Discussion of DN; SWOT analysis

Shuchona Foundation Team led by Ms. Malka Shamrose (8 members)

IER-University of Dhaka Team led by Prof Begum (4 members)

ACIE / IER-University of Dhaka

Prof Tariq Ahsan KII

Disabled Rehabilitation & Research Association (DRRA)

Ms. Farida Yesmin, Executive Director

Team discussion led by ED

Disparity Working Group Technical discussion for endorsement of Design Note

Plan Bangladesh Mr. Murshid Aktar

JICA Mr. Rafiqul Islam

Email discussion

UNICEF Mr. Iqbal Hossain

UNESCO Mr. Shahidul Islam

Team led by Sun Lei (3 members)

Turning Point Foundation Mr. Jibon Gomes Team led by Mr Jibon (10 people)

ABC Mr. Sobuj Ahmed Mr. Ranjan Kar

SWAC Mr. Mojiful Islam

Society for the Deaf and Ms.Rihana

Sign Language (SDSL) Rehman PNSP Mr. Rafiq Zaman B-Scan Ms. Salma

Mahbub

Discussion with PEDP4 Team Mr. Gerard Peart Ms. Aisuluu

Bedelbayeva

Ms. Ros Davis Mr. Philip Cole Mr. Hamayoun

Kabir

Mr. Sajidul Islam

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Documents

PEDP4 DESIGN NOTE: DISABILITY INCLUSIVE EDUCATIONIn line with an inclusive approach to primary education, all types and degrees of disabilities are included in this design note. The