Education for Children with Disabilities in Bangladesh
There are approximately 1.5 billion people around the world living with a disability. These individuals face significant barriers to receiving an education, particularly in developing countries. Children with disabilities in Bangladesh, for example, are often misunderstood by their parents, community members and educators, making it difficult for them to attend school. Showing links between poverty and disabilities helps make this issue a priority of the Bangladesh government and other organizations working in the nation.
Poverty and Disabilities
In developing countries, poverty and disabilities often reinforce each other. According to the World Bank, 15 to 20 percent of the poor in developing countries are disabled. Many disabilities are created by conditions caused by poverty, including lack of healthcare access, poor hygiene and sanitation, dangerous living conditions, war and violence, insufficient nutrition and natural disasters. These conditions improve the likelihood of people developing disabilities in the first place, of which 50 percent are preventable.
Being disabled is an additional disadvantage for the impoverished, one that makes it even less likely for an individual or their family to rise out of poverty. When access to education for children with disabilities is low, these children are not able to learn the skills needed to work and earn money for themselves or their families. As a result, they tend to be dependents their entire lives, creating an additional economic burden for those who care for them.
In Bangladesh, husbands and wives in impoverished families often both need to work. With a disabled child, however, mothers are often prevented from working, eliminating that source of income. Additionally, medical care for the child is expensive and generally inaccessible to impoverished families in Bangladesh. While it is not the child’s fault that they are disabled, their disability can be difficult for impoverished families to bear and may make it impossible for them to break the poverty cycle.
Barriers to Education
As of 2010, there were approximately 1.6 million children with disabilities in Bangladesh, and fewer than 5,000 of them were enrolled in education programs designed for the disabled. Special education programs are not present in many Bangladesh schools. As a result, most educators are not trained to effectively work with children with disabilities.
Many schools deny admittance to children with disabilities, and those who do go to school often drop out within a short period of time. In addition to lack of adequate programming, the school buildings themselves are often inaccessible to those with disabilities. They lack elevators, automatic doors, handicapped toilet facilities and more.
Furthermore, the impoverished parents of children with disabilities in Bangladesh are often illiterate and do not have access to information about the rights of their child. They may not know that their child has a constitutional right to an education. Furthermore, even if they do know, they lack the funds needed to fight for their child.
Families and communities sometimes also lack information about what it means to be disabled, particularly if they are poor and illiterate. Children with disabilities are sometimes neglected and ignored and are often kept inside the home to prevent ridicule from the community. Abuse is also common, particularly for girls. Females are at an increased risk of physical and sexual abuse.
Improving Access to Education
The government is working to implement reforms that will increase education access to children with disabilities in Bangladesh. Many of these reforms include ensuring knowledge about the disabled is more widely disseminated. Community awareness programs are needed to teach people about disabilities, reduce stigma and generate more support for improving education for children with disabilities.
Additionally, knowledge of disabilities must be included in the basic training of teachers, and it can be reinforced or introduced to current teachers through in-service training. While it is also beneficial to have some teachers who can specialize in working with children with disabilities, all teachers need to be trained so that disabled children have a better chance of succeeding in any classroom.
Programs for Children with Disabilities
As of 2011, the government opened 13 primary schools specifically for people with disabilities. They are also implementing 64 integrated programs within high schools for the disabled. These efforts are undoubtedly making an impact, but many children with disabilities may not have access to these locations. There is a definite need to significantly expand these programs, creating more schools focused on disabilities around the country and ensuring all schools have programs for children with disabilities.
In the absence of widespread disability programming at public schools, BRAC has been working to expand education for children with disabilities in Bangladesh. More than 30,000 non-formal education centers have been established across the nation over the past two decades, and currently, 43,000 children are using these education centers. BRAC is committed to ensuring that the impoverished children and those in remote areas have access to schools.
Overall, efforts by the government and outside agencies, including BRAC, are an important step forward, but further growth and expansion are needed to ensure that all children with disabilities in the nation are able to access high-quality education. This will reduce the economic burden on their families and, hopefully, allow them to find work once they reach adulthood, helping them and their families escape poverty.
– Sara Olk