Professor Dr. M. Tariq Ahsan
Professor Dr. M. Tariq Ahsan

Institute of Education and Research (IER)

University of Dhaka, Dhaka 1000, Bangladesh

& Secretary General, ACIE

e-mail:

tariq.ahsanbd@gmail.com, tariqahsan@ac-ie.org

Dhaka University Profile Web:

Dhaka University Profile Link

 

 

Education

 

PhD in Inclusive Education [Monash University, Australia]
Master of Special Education [Flinders University of South Australia]
Master of Education [Institute of Education and Research-IER, University of Dhaka]
Bachelor of Education (Hons.) [IER, University of Dhaka]

 

Short Biography

 

Dr M. Tariq Ahsan is working with the Institute of Education and Research (IER) at the University of Dhaka since 2001, his current position is Professor. He served as the Chairman of the Department of Special Education at IER, University of Dhaka during the period of 2006-07. Tariq recently worked with UNESCO-Dhaka for adaptation of Advocacy Guide for Inclusive Teacher Education. He has been involved with Plan International Bangladesh as a researcher and consultant for development of a Model IE in Bangladesh. He has also been working with ACIE and ActionAid Bangladesh for the Development of an Advocacy Framework for IE Teacher Education. Recently, he has been involved with the Government of Bangladesh as a National Consultant on behalf of UNICEF for promoting IE. Tariq achieved Australian Government’s prestigious Australian Leadership Awards (ALA) for doing his Ph.D at Monash University, Melbourne, Australia. He completed his PhD on Pre-service teacher preparedness for inclusive education in 2014. His specialization areas are Inclusive education, Special Education, Hearing impairments, Alternative Communication and Teacher preparation.

Tariq conducted a number of research studies on disability, education, special education and inclusive education issues and published more than 80 papers in the form of national and international journal articles, books, conference proceedings, periodicals and reports. He was also involved in Sign Supported Bangla Language Development process in Bangladesh. Tariq is also contributing at the Asian regions and international levels through various initiatives. He is the Executive Secretary of the Asian Centre for Inclusive Education (ACIE) and through this platform he organized three successful international conferences in 2013 and 2015 in Dhaka, Bangladesh and 2016 in S.P Pune University, India. Tariq was involved with the UNESCO-Bangkok for developing Teachers’ Training Toolkit for inclusive education in the Asia Pacific Region. Besides, Tariq was also involved in an International project on “Inclusive Education in Asian Countries‟ at Monash University in Australia as a member of the organizing committee.

Tariq is the founding editor of an international journal titled Asian Journal of Inclusive Education (AJIE) and reviewed many research papers for several prestigious journals such as International Journal of Inclusive Education and Cambridge Journal of Education. He was also the founder President of the IER Alumni Association in University of Dhaka, Lifetime member of Dhaka University Alumni Association, Member of Flinders University Alumni Association, Australia and Monash University Alumni Association Australia. Tariq has been involved in the editorial process of many publications. As an honour of Tariq’s contributions at the country and regional levels, the Australian Government awarded him the “Australian Alumni Excellence Awards 2014 for Community Services”.

International Awards Received

 

• Australian Alumni ExcellenceAward 2014 for Community Services by the Aus-Trade, Government of Australia.
• Australian Leadership Awards-ALA 2008, Australian Government’s prestigious award for postgraduate studies in Australian Universities.
• Australian Development Scholarship 2004, an award of Australian Government for doing Masters in Australian Universities.

 

 

A. Journal Articles (N=33)
B. Books (04)
C. Research Reports (N=14)
D. Conference Presentations (35)
E. Publications in Other Forms (N=5)

 

A. Journal Articles (N=33)

 

1. Ahsan, M. T (2016). Achieving quality education for all: It is all about embracing diversity to ensure equity and inclusion into education. Asian Journal of Inclusive Education (AJIE), [editorial], 4 (1), 1-3.
2. Tahsein, S. S. & Ahsan, M. T. (2016). Four-year B.Ed. (Honours) students attitude towards inclusive education in Bangladesh. Primary Education Journal, Vol. 9 (1), 27-49.
3.Ahsan, M.T. (2015). Theory of planned behaviour as a potential framework for predicting teachers’ performances in the inclusive classrooms: A review. Bangladesh Journal of Educational Research, 1(2), 1-11.
4. Ahsan, M. T. (2015). Teachers’ perspective of inclusive education: A central agenda for successful implementation. Asian Journal of Inclusive Education, 3(1), 1-2.
5. Ahsan, M. T. (2015). Importance of early identification and early intervention for ensuring participation of children with disabilities in inclusive education in Bangladesh (In Bangla). Bangladesh Shiksha Samoieky, Year 12, Vol1, 23-29.
6. Johora, F. T. & Ahsan, M.T. (2015). Headteachers’ understanding about inclusive education from the perspective of disability: A case of some selected schools in a district of Bangladesh. Bangladesh Journal of Educational Research, 1(1), 75-90.
7. Ahsan, M. T. (2014). Pre-service teachers’ self-efficacy: improving teacher effectiveness in inclusive classrooms. Bangladesh Education Journal, 13(1), 39-50. Available at: http://www.bafed.net/ejournals.php
8. Ahsan, M. T. (2014). Inclusive Education: A strategy to address to ensure equal right to education. Asian Journal of Inclusive Education, 2(1), 1-3.
9. Ahsan, M. T. Hossain, I. & Siddik, A. B. (2014). Proposed draft education act 2013 and inclusive education: an analytical review and recommendations (In Bangla). Bangladesh Shiksha Samoieky, Year 11, Vol 1, 22-41.
10. Johora, F. T. & Ahsan, M. T. (2014). Importance, probability and recommendations regarding inclusive education in pre-primary education in Bangladesh (In Bangla). Bangladesh Shiksha Samoieky, Year 11, Vol 1, 50-59.
11. Ahsan, M. T. (2014). Inclusive Education: A strategy to address to ensure equal right to education. Asian Journal of Inclusive Education, 2(1), 1-3.
12. Ahsan, M. T., Deppeler, J., & Sharma, U. (2013). Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 43 (4), 517-535.DOI:10.1080/0305764X.2013.834036
13. Ahsan, M. T. & Mullick, J. (2013). The journey towards inclusive education in Bangladesh: Lessons Learned. Prospects, 43(2), 151-164.DOI 10.1007/s11125-013-9270-1
14. Ahsan, M. T. (2013). Inclusive Education in developing countries: anticipating louder voice based on the contextual research studies. Asian Journal of Inclusive Education, 1(1), 1-2.
15. Ahsan, M. T., Sharma, U., Deppeler, J. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about inclusive education in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.
16. Ahsan, M. T., Sharma, U., Deppeler, J. (2012) Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads. Asia Pacific Journal of Education (APJE), 32(2); 1-17. Available at: DOI: 10.1080/02188791.2012.655372
17. Ahsan, M. T., Sharma, U., Deppeler, J. (2011). Beliefs of pre-service teacher education institutional heads about inclusive education in Bangladesh. Bangladesh Education Journal, 10(1), 9-29. Available at: http://www.bafed.net/ejournals.php
18. Azam, S., Ahsan, M. T. & Syed, A. (2010). Prevalence of children with special needs in the government primary schools of Bangladesh. NAEM Journal, 5(10), 89-95.
19. Ahsan, M. Tariq (2010). Inclusive education and the national education commission 2009: A review and some recommendations (In Bangla). Bangladesh Shiksha Samoieky, 7(2), 55-65.
20. Ahsan, M. Tariq (2009). Interagency cooperation and collaboration: How much it is Important for Ensuring Participation of Children with Special-needs in the Mainstream Primary Education in Bangladesh? Teachers’ World, Vol 33-34, p. 167-176.
21. Azam, S., Ahsan, M. T. & Syed, A. (2009). Sensory processing for learning development in children with autism spectrum disorder (ASD).NAEM Journal, 5 (9), 40-50.
22. Azam, S., Ahsan, M. T. & Syed, A. (2009). Second Primary Education Development Program & Inclusive Education (In Bangla). Bangladesh Shiksha Samoieky, 6(2), 21-29.
23. Ahsan, M. Tariq (2008). Do gifted students underachieve? : Teachers role to identify and reverse underachievement in gifted students. Teachers’ World, Vol 32, p. 43-51.
24. Ahsan, M. Tariq (2007). The necessity of Parent-Educator-Professional Partnership in Autism Spectrum Disorder. Teachers’ World, Vol 30-31, 35-43.
25. Ahsan, M. Tariq & Burnip, L. (2007). Inclusive education in Bangladesh. Australasian Journal of Special Education (AJSE). 31(1), 61-71. DOI: 10.1080/10300110701255807
26. Ahsan, M. Tariq (2007). Mainstream Education & Children with Special Needs in Bangladesh (In bangla). Bangladesh Shiksha Samoieky, Year 4, Vol 1, 7-14.
27. Ahsan, M. Tariq (2006). Inclusive education acts and policies in some selected countries including Bangladesh. Bangladesh Education Journal, 5(1), 58-63.
28. Ahsan, M. Tariq et.al. (2005). Identification of education provisions for children with hearing impairment in Bangladesh and their practices in reality. The Dhaka University Studies, p. 163-174.
29. Ahsan, M. Tariq (2005). Education, gender and employment status of people with disabilities in Bangladesh. Teachers’ World, Vol 28-29, 195-204.
30. Ahsan, M. Tariq et.al. (2005). Participatory national education budget analysis: Children with disabilities. Teachers’ World, Vol 28-29, 155-168.
31. Ahsan, M. Tariq et.al. (2003). Academic & social integration of hearing impaired pupils into mainstream educational settings. The Social Science Review. 20(1), 125-140.
32. Anam, N. & Ahsan, M. Tariq (2002). The feminine dimension of disability. Teachers’ World. Vol 24-25, 111-125.
33. Ahsan, M. Tariq et.al. (2002). Educating children in difficult circumstances-Children with disabilities. Bangladesh Education Journal, 1(1). 25-44.

b. Books (04)

 

1. Ahsan, M. T. et al. (2017). Nishobdo Bhab Binimoy. [Silent Communication, A book on Bangla Sign Language]. Dhaka: ACIE. ISBN 978-984-34-1777-0

2. Ahsan, M.T., Hossain, I. & Akther, M. M. (2015). Shikkhok Prossikhon e Ekivuto Shikkhar Proshar: Advocacy Guide (Bangla Book). Dhaka: UNESCO-Dhaka, IER, University of Dhaka and ACIE, ISBN 978-984-33-9311-1 (Reprint)
3. Anam, N. Ahsan M.T. & Akther, N. (2011). Hearing impairment: Cause, prevention and development assistance (Bangla Book), Dhaka: CSID, ISBN 978-984-33-3531-9
4. Anam, N & Ahsan, M. Tariq (2000). Assistive devices for the people with hearing impairment (Booklet in Bangla). Dhaka: Center for Disability in Development (CDD).books of Dr. Tariq ahsan

c. Research Reports (N=14)

 

1.Ahsan, M. T. (2017). Inclusive education is good: But how to do it? [Eds. Conference proceeding] ISBN 978-984-34-1776-3.
2.Ahsan, M. T. (2016). Achieving Inclusive Education through Post EFA Goals 2015 – How Far are We? [Eds. Conference proceeding] ISBN 978-984-33-8459-1.
3.Ahsan, M. T. (2016). Meeting the Challenges of Inclusive Education. [Eds. Conference proceeding] ISBN 978-984-34-7230-7.4. Ahsan M. T. et al. (2014). Situation analysis of education of children with disabilities in Bangladesh. Dhaka: Sightsavers.
5. Ahsan M. T. et al. (2013). Ensuring right to education: An in-depth study on situation of out of school children in selected government primary schools in Bangladesh. Dhaka: Plan International Bangladesh.
6. Ahsan, M. T. (2013). National Baseline Study for “Developing a model of inclusive primary education in Bangladesh project” based on secondary data. Dhaka: Plan Bangladesh. ISBN 978-984-33-7159-1
7.Ahsan, M. T. (2013). A Photograph Supplements a Thousand Words: Zooming into the Inclusion Scenario in Bangladesh. [Eds.] ISBN 978-984-34-6127-1.
8. UNESCO-Bangkok (2004). Embracing Diversity: Toolkit for Creating Inclusive Learning Friendly Environment. A big volume of six parts Teachers’ Training Toolkit for Inclusive Education (in English), ISBN 92-9223-032-8
9. Centre for Services and Information on Disability-CSID (2002). The Feminine Dimension of Disability: A study on the situation analysis of adolescent girls and women with disabilities in Bangladesh (Research Report in English). Total page. 103, ISBN 984-32-0366-6. available at: http://www.csid-bd.org/research/research05.pdf
10. Centre for Services and Information on Disability-CSID (2002). Fifty Tales of adolescent girls and women with disabilities in Bangladesh (Research Report in Bangla). Total page. 90, ISBN 984-32-0365-8
11. Centre for Services and Information on Disability-CSID (2002). Employment Situation of People with Disabilities in Bangladesh (Research Report in English). Total page. 41, ISBN 984-32-0367-4.
12. Centre for Services and Information on Disability-CSID (2002). Employment Situation of People with Disabilities in Bangladesh (Research Report in Bangla). Total page. 47, ISBN 984-32-0476-X
13. Directorate of Primary Education-DPE and CSID (2002). Educating Children in Difficult Circumstances-Children with Disabilities (Research Report in English). Total page 80.
14. Centre for Disability in Development-CDD (2002). Manual on Sign Supported Bangla (3 sets), ISBN 984-8305-00-9 (Set)

d. Conference Presentations [35]

 

1. Ahsan, M.T. (2017). Key Note Paper titled “Implementing Inclusive Education: Are we Promoting Exclusion?” Presented in the 4th International Conference on Inclusive Education held in 12-14 January 2017, Dhaka, organized by ACIE, Bangladesh.
2. Lie, S. & Ahsan, M.T. (2017). Review of Current state of Education for peace, sustainable development and global citizenship in Bangladesh. Paper Presented in the 4th International Conference on Inclusive Education held in 12-14 January 2017, Dhaka, organized by ACIE, Bangladesh.
3. Ghosh, G. et al. [Ahsan, M.T.] (2017). Situation Analysis of Sign language used in Primary Education of Bangladesh. Presented in the 4th International Conference on Inclusive Education held in 12-14 January 2017, Dhaka, organized by ACIE, Bangladesh.
4. Hossain, K. et al. [Ahsan, M.T.] (2017). Child Rights Situation Analysis and Community Survey of Holistic approach towards promotion of inclusive education (HOPE). Presented in the 4th International Conference on Inclusive Education held in 12-14 January 2017, Dhaka, organized by ACIE, Bangladesh.
5. Ahsan, M.T. (2016). Key Note Paper titled “Conceptual Gap between Policy and Practices about Inclusive Education in Bangladesh: A Learning Opportunity for Other Countries” Presented in the 3rd International Conference on Inclusive Education held in 22-24 January 2016, jointly organized by ACIE and S.P. Pune University, India.
6. Ahsan, M.T. (2016). Exclusion in Inclusion: Bringing Children with Disabilities in the Mainstream Education in Bangladesh. Presented in the International Conference on Sustainable Development held in 04-05 February, 2016, jointly organized by CSD at the University of Liberal Arts Bangladesh and ADD Intl. Bangladesh.
7. Ahsan, M. T. (2014). Validation workshop on the study titled An Assessment of the Situation of Teacher Education for Inclusive Education of Children with Disabilities in Bangladesh: A Study by ActionAid Bangladesh. Presented in the 2nd International Conference on Inclusive Education held in 09-11 January 2015, ACIE, Dhaka, Bangladesh.
8. Ahsan, M. T. et al. (2014). Situation Analysis of Education of Children with Disabilities in Bangladesh: A Sightsavers Study. Presented and published in the 2nd International Conference on Inclusive Education held in 09-11 January 2015, ACIE, Dhaka, Bangladesh.
9. Hossain, I. & Ahsan, M. T. (2014). Evidence based practice for developing a model of Inclusive education in the government primary schools in Bangladesh: A Plan Bangladesh experience. CIES Conference 2014, 10-15 March 2014, Toronto, Canada.
10. Key-note Speaker (2013). National Workshop on Addressing the Values of Inclusive Education in the Proposed Draft Education Act 2013”. Organized by ACIE & Plan Bangladesh.
11. Key-note Speaker (2013). National Workshop on Addressing the Values of Inclusive Education in the Post EFA 2015 & Post MDG 2015 Goals”. Organized by ACIE, Bangladesh.
12. Ahsan, M. T., Sharma, U. (2013). Impact of teacher education course on pre-service teacher preparation for inclusive education. International conference on Inclusive Education; Theme: Meeting the Challenges of Inclusive Education”. Organized by the Asian Centre for Inclusive Education (ACIE), 15-17 February 2013, Dhaka, Bangladesh.
13. Ahmmed, M. & Ahsan, M. T. (2013). Examining pre- and in-service teachers’ attitudes and teaching efficacy: Inclusive education in primary education in Bangladesh. International conference on Inclusive Education; Theme: Meeting the Challenges of Inclusive Education”. Organized by the Asian Centre for Inclusive Education (ACIE), 15-17 February 2013, Dhaka, Bangladesh.
14. Facilitator (2012). Workshop on “Publishing your Research-Why and How?”. Organized by National Academy of Educational Management (NAEM), Ministry of Education, Dhaka, Bangladesh, facilitated on behalf of BAFED, Dhaka.
15. Facilitator (2011). Workshop on Development of Inclusive Education in Bangladesh: Policies and Reform Initiative. Organized by ManusherJonno Foundation (MJF), Dhaka, Bangladesh.
16. Ahsan, M. T., Sharma, U. & Deppeler, J. (2011). Beliefs of pre-service teacher education institutional heads about inclusive education in Bangladesh. International Symposium on Inclusive Education. UNESCO-BAFED Researchers’ Conference, 4 June, 2011, Dhaka, Bangladesh.
17. Ahsan, M. Tariq, Sharma, U. & Deppeler, J. (2010). Primary Level Pre-Service Teacher Preparation: Institution Heads Beliefs and Views about Inclusive Education in Bangladesh. Abstract accepted for publication in an International Conference Proceedings of International Conference on Interdisciplinary Social Sciences, Cambridge University, UK, held in August 2010.Abstract available online:http://i10.cgpublisher.com/proposals/100
18. Mullick, J., Ahsan, M. T., Deppeler, J., & Sharma, U. (2010). Inclusive Education Reform in Bangladesh: Interpretation, Implementation and Challenges. Abstract accepted for publication in the 2nd International Conference on Education, Economy and Society, Paris, France, 21 to 24 July 2010.
19. Ahsan, M. Tariq, Sharma, U. &Deppeler, J. (2010). Paradigm shift in teacher education: How pre-service teacher education is responding to the inclusive education reforms in Bangladesh. International Conference on Child Friendly Inclusive Education, Institute of Education and Research (IER), University of Dhaka, 7-8 January, 2010.
20. Kabir, M.E., Banu, M.S. & Ahsan, M. Tariq (2010). Challenges of inclusive education in Bangladesh: Early childhood context. International Conference on Child Friendly Inclusive Education, Institute of Education and Research (IER), University of Dhaka, 7-8 January, 2010
21. Ahsan, M. Tariq, Sharma, U. &Deppeler, J. (2010). Higher education institutions’ heads belief about inclusive education and its impact on pre-service teacher preparation in Bangladesh. Abstract accepted for publication in an International Conference Proceedings of Inclusive and Supportive Education Congress (ISEC), UK, to be held in August 2010.
22. Ahsan, M. Tariq Sharma, U. & Deppeler, J. (2009). Pre-service Teacher Preparation Curriculum for Inclusive education in Bangladesh. Paper presented in the conference titled Making Inclusive Education Happen Conference organized by the University of Canterbury in Christ Church, Wellington, New Zealand held in 27-30 September, 2009.
23. Ahsan, M. Tariq (2009). Status of Primary Level Pre-service Teacher Education Curriculum for Implementing Inclusive Education in Bangladesh, paper presented in the Monash Education Research Community-MERC Conference 2009; Monash University, Australia, 03 July 2009.
24. Ahsan, M. Tariq & Mullick, J.I (2009). Education System in Bangladesh. Paper presented in the Global Education Systems Day Conference, organized by MERC, Monash University, Australia, 08 June, 2009.
25. Kabir, M.E. & Ahsan, M. Tariq (2009). Inclusion in early childhood education through electronic media: A Case of Sesame Street (Sisimpur) in Bangladesh. Paper presented in the EMSENIC Conference on Special Need Education 2009, held at the Fontys University, Tilburg, The Netherlands, in 11-14 February, 2009.
26. Discussant (2009). Shadow Report Presentation on MDG. Organized by Sushasoner Jonny Procharavizan-SUPRO at National Press Club, Dhaka.
27. Ahsan, M. Tariq (2008). Effectiveness of the existing pre-service teacher education standard for future teachers’ preparedness to address the inclusive education reforms in Bangladesh. Poster presented at the KRONGOLD CENTRE RESEARCH EXPO Conference 2008, held at the Monash University, Clayton, Victoria, in 13 November, 2008.
28. Ahsan, M. Tariq (2006). Scope of Inclusive Education in Bangladesh. Paper presented in the 3rd IER-UNESCO workshop on Child friendly Inclusive Education, Dhaka, Bangladesh, 19 December, 2006.
29. Ahsan, M. Tariq (2006). Inclusive education acts and policies in some selected countries including Bangladesh: A review. Paper presented in the 5th UNESCO-BAFED Educational Research Conference, Dhaka, Bangladesh, September 2006.
30. Ahsan, M. Tariq (2006). Concept of Inclusiveness and the role of IISB. Paper presented in the workshop on Inclusive Approaches for Children with Disabilities; organized by the Inclusive Approaches for Special-needs Bangladesh (IISB) and Nayantara Communications, Dhaka, Bangladesh, 26 August 2006.
31. Ahsan, M. Tariq (2006). Inclusive Education (IE) in the Context of Bangladesh. Paper presented in the 1st IER-UNESCO workshop on Child friendly Inclusive Education, Dhaka, Bangladesh, 10 July, 2006.
32. Ahsan, M. Tariq (2002). Education of People with Disabilities, National Plan of Action & Our roles (in Bangla). Paper presented at a National Workshop on Inclusion of People with Disabilities into Education; organized by NFOWD in Dhaka, Bangladesh, 29 December, 2002.
33. Ahsan, M. Tariq (2002). Educating children in difficult circumstances: Children with disabilities. Paper presented in the 1st UNESCO-BAFED Educational Research Conference, Dhaka, November 2002.
34. Ahsan, M. Tariq (2002). Education of Children with disabilities in Bangladesh. Working paper presented in the toolkit development workshop titled Embracing Diversity: A Toolkit for Creating Child-Friendly, Inclusive Learning Environments, held in Chiang Mai Thailand; organized by the UNESCO-Bangkok, 18-21 July 2002.
35. Ahsan, M. Tariq, Moitry, C. & Anisuzzaman M. (2001). Scope of Inclusive Education in the Formal Education System. Working paper presented at the National Workshop on Inclusive Education organized by NFOWD & Ministry of Social Welfare, Dhaka, Bangladesh, 05 April 2001.

 

e.Publications in Other Forms (N=5)

 

1.Ahsan, M. T. (2011). Otitis Media: A Major Cause of Childhood Hearing Loss and School Dropout. Inclusion Newsletter: Bangladesh. Vol. 5-6, Issue 5-6.
2. Ahsan, M. T. (2009). Inclusive education in the context of Bangladesh. Inclusion Newsletter: Bangladesh, Vol. 4 Issue 4.
3. Ahsan, M. Tariq (2008). Neural tube defects: Some strategies for inclusion of people with NTDs in the mainstream life. Inclusion Newsletter: Bangladesh, Vol. 3 Issue 3.
4. Ahsan, M. Tariq (2007). Autism spectrum disorder: Analyzing the issue from professional to parental point of view. Inclusion Newsletter: Bangladesh, Vol. 2 Issue 2.
5. Ahsan, M. Tariq (2006). Necessity of Early Detection and Intervention of Special Needs for Successful Inclusion of People with Disabilities in Bangladesh. Inclusion Newsletter: Bangladesh, Vol. 1 Issue 1.

 

 

Professional Memberships:

 

•Secretary General and Executive Secretary of a voluntary organization named Asian Center for Inclusive Education (ACIE), in Bangladesh.
• Member, Bangladesh Forum for Educational Development (BAFED), Dhaka, Bangladesh.
• Adviser, Curriculum Development Team Member (2012-2016). Proyash Institute of Special Education and Research (PISER); Bangladesh University of Professionals.
• Executive Member, Teacher Development Institute (TDI), Dhaka, Bangladesh.
• Member, Editorial Board, Inclusion Newsletter: Bangladesh.
• Member, Monash Education Research Community (MERC), Monash University, Australia.
• Member, Education Students’ Association (ESA), Monash University, Australia.
• Ex-member (2002-03), Thematic Group on Inclusive Education, National Forum of Organizations Working with the Disabled (NFOWD), Dhaka, Bangladesh.
• Member, Flinders University Alumni Association, Australia.
• Member, Dhaka University Alumni Association, Bangladesh.
• Founding President & Member, IER Alumni Association, IER, Dhaka University, Dhaka, Bangladesh.
• Member, AusAID Students’ Group, Bangladesh.
• Member, Australian Leadership Awards (ALA) Students’ Group, Australia
• Ex-Board Member (2003). A Special School named TECSN-Bangladesh.

 

Editorial Memberships:

 

•Editor (2013 onwards). Asian Journal of Inclusive Education (AJIE). An international journal focusing on issues related to inclusive education in developing countries in Asia and beyond. ISSN 2304-1188 (Print), ISSN 2307-1087 (Online); web: http://www.ajie-bd.net/
• Editor (2013). A photograph Supplements a Thousand Words: Zooming into the Inclusion Scenario of Bangladesh. Souvenir published for the Photography exhibition event for celebrating the International Day of Persons with Disabilities 2013, Dhaka: IISB. ISBN 978-984-33-6127-1
• Editor (2013). Conference Proceeding of International conference on Inclusive Education; Theme: Meeting the Challenges of Inclusive Education”. Organized by the Asian Centre for Inclusive Education (ACIE), 15-17 February 2013, Dhaka, Bangladesh. ISBN 978-984-33-7230-7
• Associate Editor (2012). International Journal of Interdisciplinary Social Sciences (IJISS), Vol. 6. Issue 8 & 10. Published by the Common Ground Publishers, University of Illinois Research Park, USA.
• Editorial Board Member (2010). Scientific Committee for the Proceedings on International Conference on Child-friendly Inclusive Education, 7-8 January, 2010, IER, University of Dhaka.
• Associate Editor (2007). A Journal named Teacher’s World, Vol. 30-31, published by IER, Dhaka University, Bangladesh.
• Associate Editor (Since 2006 till to date). Inclusion Newsletter: Bangladesh, IISB, Dhaka, Bangladesh. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

 

Some Recent Professional Involvements

 

• Member Secretary (2014). Committee on International Conference on Inclusive Education 2015, to be organized by the Asian Centre for Inclusive Education (ACIE) from 9-11 January, 2015 in Dhaka, Bangladesh.
• Researcher (2013). National Baseline Study on Inclusive Education for “Developing a model of inclusive primary education in Bangladesh project” based on secondary data, conducted for Plan Bangladesh.
• Guest Lecturer, Disability/Inclusive Education in Developing Countries, September & November 2011, organized by Education and Learning Unit, Nossal Institute for Global Health, Alan Gilbert Building, University of Melbourne, Victoria.
• Organizing Secretary, International Symposium on Inclusive Education, 5 June 2011, UNESCO-BAFED, Dhaka, Bangladesh.
• Member, Organizing Committee, Symposium on Inclusive Education in Asian Countries, 7-23 February, 2011, held in Faculty of Education, Monash University, Australia.
• Secretary, Committee of International Conference on Child Friendly Inclusive Education, 7-8 January, 2010, Institute of Education and Research (IER), University of Dhaka, Bangladesh.
4. Education Officer (Internship, 19 August 2008 to 16 September, 2008). Department of Education and Early Childhood Development, Eastern Metropolitan Region, Melbourne, Government of Australia.

 

Some Previous Contributions

 

• Facilitator (2012). Workshop on “Publishing your Research-Why and How?”. Organized by National Academy of Educational Management (NAEM), Ministry of Education, Dhaka, Bangladesh, facilitated on behalf of BAFED, Dhaka.
• Facilitator (2011). Workshop on Development of Inclusive Education in Bangladesh: Policies and Reform Initiative. Organized by Manusher Jonno Foundation (MJF), Dhaka, Bangladesh.
• Facilitator (2011). Training on Inclusive Education. Dhaka Ahsania Mission (DAM), Dhaka.
• Discussant (2009). Shadow Report Presentation on MDG. Organized by Sushasoner Jonny Procharavizan-SUPRO at National Press Club, Dhaka.
• Member of Manual Development Team (2007). Inclusive Education for the Education Administrators, TQI-SEP, Ministry of Education, Bangladesh.
• Theme Paper Writer (2006). Training Manual on Disability prepared for the SISIMPUR, Nayantara Communications, Dhaka, Bangladesh.
• Coordinator (2003). TOT course on Inclusive Education for Field Supervisors, BRAC, Bangladesh.
• Coordinator (2002-03, 2006). Training on Inclusive Education, Deaf Children Welfare Association of Bangladesh (DeCWAB), Dhaka, Bangladesh.
• Team Leader (2001-2003). Sign Language Development Team. Centre for Disability in Development (CDD), Dhaka, Bangladesh.
• Board Member & Speech Therapist (2003). A Special School named TECSN-Bangladesh.
• Researcher (2001-02). Study on Participatory National Budget Analysis: Education of Children with Disabilities, ActionAid Bangladesh.

 

Involvements with other Universities and Colleges

 

• Adviser, Curriculum Development Team Member (2012-2016). Proyash Institute of Special Education and Research (PISER); Bangladesh University of Professionals.
• Examiner (2006). B.Ed. Examination for the course titled ‘Psychological Foundation of Education’ held in 2006, National University, Bangladesh.
• Paper Setter & Examiner (2003). Ms.Ed. Examination held in July 2003, National University, Bangladesh.
• Examiner (2003). B.Ed. Examination for the course titled Psychological Foundation of Education held in 2003, National University, Bangladesh.
• Visiting Lecturer (2003). Teacher’s Training College of the National Centre of Special Education (NCSE), Ministry of Social Welfare, Mirpur, Dhaka, Bangladesh.
• Member of Curriculum Development Team (2003). Bachelor of Speech Therapy Course, Bangladesh Health Professionals’ Institute (BHPI), CRP, Dhaka, Bangladesh.
• Visiting Lecturer (2002). Special Teacher’s Training College of the Bangladesh Institute of Special Education (BISE), Bangladesh Protibondhi Foundation (BPF), Dhaka, Bangladesh.

 

 

MPhil Thesis:

 

• Syed Md. Siam (Registration No:SS005 In the process; Session: 2015-16). Primary Level Madrasha [Religious based Education] Teacher’s Teaching-efficacy for Inclusive Education in Bangladesh. M. Phil Thesis on-going since 2016 at IER, University of Dhaka, Bangladesh.
• Hasan Ferdous (Registration No:SS007 In the process; Session: 2015-16)Higher Secondary Teachers’ Attitudes towards for Inclusive Education in Bangladesh. M. Phil Thesis on-going since 2016 at IER, University of Dhaka, Bangladesh.
• Tasnim Islam (Registration No: 51531; Session: 2013-14). Exploring primary level English medium school teachers’ attitude toward inclusive education in Bangladesh. M. Phil Thesis on-going since 2014 at IER, University of Dhaka, Bangladesh.
• Feroz Ahmed (Registration No: 51535; Session: 2013-14). Exploring primary teachers’ efficacy towards inclusive education in Bangladesh. M. Phil Thesis on-going since 2014 at IER, University of Dhaka, Bangladesh.

 

MEd Thesis:

 

• Md. Tanvir Mahabub (Roll- 15617 Session: 2014-2015). Situational Analysis of sign language on the basis of vocabulary used in ‘Bangla’ subject in the primary education of Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Joni Gopal Basu (Roll- 15618 Session: 2014-2015). Situational Analysis of sign language on the basis of vocabulary used in ‘Mathematics’ subject in the primary education of Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Shamima Ferdous Tanny (Roll- 15623 Session: 2014-2015). Situational Analysis of sign language on the basis of vocabulary used in ‘Primary Science’ subject in the primary education of Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Gobindo Ghosh (Roll- 15625 Session: 2014-2015). Situational Analysis of sign language on the basis of vocabulary used in ‘Bangladesh and Global Studies’ subject in the primary education of Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Syeda Sanjia Tahsein (Roll: 014-584, Year: 2014). Four-year BEd. (Hons) students’ attitudes towards inclusive education in Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Sirazum Masuda (Roll: 014-587, Year: 2014). Exploring the status of peer acceptance towards children with hearing impairment in the government primary schools of Dhaka city. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Nayma Nazia (Roll: 014-586, Year: 2014). Exploring parental attitudes towards inclusive education of children with hearing impairment enrolled in special schools in Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Fatema Khatun (Roll: 06507; Year: 2006-‘07). Reflection of the philosophy of inclusive education in the C-in-Ed teachers’ training curriculum and its implication in Primary Schools. M. Ed Thesis conducted at IER, University of Dhaka, Bangladesh.
• Saiful Malak (Roll: 01327; Year: 2002-‘03). Identification of education provisions of hearing-impaired children in Bangladesh and their practices in reality. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.
• Tania Sultana (Roll: 01363; Year: 2002-‘03). Assessment of appropriate use of teaching materials for literacy development of primary level hearing-impaired pupils in Bangladesh. M. Ed Thesis completed at IER, University of Dhaka, Bangladesh.

 

Ongoing Research/Projects

unesco-mgiepTitle: SDG 4.7 Current State Project: Reviewing the Current State of Education for Peace, Sustainable Development and Global Citizenship in Asia and the Pacific

Position/Role: National COnsultant

Conducted by: UNESCO & Mahatma Gandhi Institute of Education for Peace and Sustainable Development (MGIEP)

Year: 2016 (On going)

About: This is an international comparative review that would be conducted in 20 countries of the Asia-Pacific. The Sustainable Development Goals (SDGs) have formally been adopted by the United Nations, setting the world’s development agenda for the next 15 years. Target 4.7 of the SDGs is an acknowledgment of the critical importance of Education for Sustainable Development (ESD), Global Citizenship Education (GCED) and other transformational education movements for a sustainable and peaceful future for all. Given that the proposed global indicator for this SDG target is “extent to
which (i) global citizenship education and (ii) education for sustainable development, including gender equality and human rights, are mainstreamed at all levels in (a) national education policies (b) curricula (c) teacher education and (d) student assessment”, it is especially pertinent to assess the extent to which GCED and ESD are embedded in these aspects to establish a baseline against
which progress towards achieving this target can be monitored in Asia and the Pacific over the next 15 years.
In this context, MGIEP and UNESCO Bangkok are launching the SDG 4.7 Current State Project to review the extent to which ESD and GCED are mainstreamed in national policies and curricula in 20 (tbc) countries in Asia and the Pacific, with a particular focus on core subjects (mathematics, science, languages, and social studies) at primary and secondary school levels. Under the Project, the
methodology aims to develop a shared understanding, analyze the policy and curricular documents and consolidate the results to be derived from the analysis as high-quality country-level reports.

Title: Asian Journal of Inclusive Education (AJIE)

 

Position/Role: Editor

Conducted by: ACIE

Year: 2013-16 (On going)

About: Asian Journal of Inclusive Education (AJIE) is an international double-blind peer-reviewed journal published by: Asian Centre for Inclusive Education (ACIE), Bangladesh. Asian Journal of Inclusive Education (AJIE) aims to offer a regional and international platform to conduct a multidisciplinary strategic dialogue on inclusive education for educationists, teachers, policy makers, researchers and other interested professionals. Articles can be of original empirical research, systematic literature review, book review as well as critical and exploratory essays based on theoretical analysis focusing issues related to inclusive education. Special emphasis will be given on papers addressing inclusive education in developing countries. The ISSN no of the journal is 2304-1188 (Print version) and 2307-1087 (Online version). The editorial board members are from University of Cambridge, UK, Delaware State University, USA, University of Massachusetts, Boston, USA, Monash University, Australia, London Institute of Education, University of London-UK, Victoria University, Australia, University of Notre Dame, Australia, Flinders University, Adelaide, Australia, University of Victoria, Canada, Concordia University College of Alberta, Canada, University of Canterbury, New Zealand, East China Normal University, Shanghai, China, Sultan Qaboos University, Sultanate of Oman, Hong Kong Baptist University, Hong Kong, Hong Kong Institute of Education, Hong Kong , University of Dhaka, Bangladesh and BRAC University, Dhaka, Bangladesh. Till now 3 issues of journal has been published in both online and printed format. From the beginning, I have been involved with this journal as the founding editor. For further information, please visit: http://www.ajie-bd.net

300-heart

 

Title: 4th International Conference on Inclusive Education

Position/Role: Member Secretary

Conducted by: ACIE

Year: 2016-2017 (On going)

About: ACIE have been organized International Conference on Inclusive Education as a part of its regular regional and international network collaboration activities. From year of establishment ACIE has been organized International Conference on Inclusive Education for three times, two in Bangladesh and one in India. ACIE is organizing its 4th international conference on inclusive education to be held on 12-14 January, 2017 in Dhaka, Bangladesh. The theme of the conference is “Inclusive Education is Good: But How to Do It?” Chair of the conference in Dr. Umesh Sharma, Associate Professor, Monash University, Australia. Partners who have already confirmed to organize the event jointly include UNESCO-Dhaka, British Council, CBM, Manusher Jonno Foundation, Plan International Bangladesh, Sightsavers, ADD International Bangladesh and ActionAid Bangladesh. The Conference is open for academics, practitioners, researchers, students, parents, teachers, NGO-workers, public servants and policy-makers with an interest in promoting inclusive education either in the region or in the globe. I am contributing in this event as the Member Secretary of the Conference Committee. For more information in the conference please visit the following link: click here

 

 

ieanetTitle: Inclusive Education Advocacy Network (ieAnet)-ACIE

Position/Role: Adviser

Conducted by: ACIE

Year: 2015-16 (On going)

About: This is a newly initiated project of ACIE titled Inclusive Education Advocacy Network (ieAnet) that aims to ensure equitable quality education for all by creating an advocacy network at International/Regional, National and Local level to promote inclusion of all disadvantaged citizens in to mainstream life. The mission of this project is to remove misconceptions as well as develop positive attitudes towards human diversity and eliminate barriers at policy level as well as in the current system through practicing the components of Quality Education (QE). Further to the goal of this network is to ensure access based on equity to mainstream education for all citizens with a view to improving human capability to increase employability and social inclusion. Several initiatives are going on and several are in the process of initiation under this project that include develop and operationalize an awareness raising network for promoting a common understanding on Inclusive Education; develop and operationalize policy advocacy network for IE; develop and operationalize resource and Information sharing network on IE; develop a knowledge generation network through conducting research and initiating experimental models on IE. I am involved with this project as an Adviser.

 

Completed Research/Projects

 

In 2016

Between 2011-2015

Between 1999-2010

 

Plan-Study-2Title: Operational Research on “Developing a Model of Inclusive Education in Bangladesh”.

Position/Role: Principal Researcher

Conducted by: Plan International Bangladesh

Year: 2014-16 (On going)

About: Currently Quality Primary Education Programme (QPEP) of Plan International Bangladesh is implementing a project named “Developing a model of inclusive primary education in Bangladesh project” in five different locations named Dhaka Sadar, Nilfamari, Lalmonirhat, Barguna and Moulovibazar. 10 primary schools from each district selected for this project where Plan International Bangladesh is intervening both in schools, community for ensuring quality education for all children of respective schools’ catchment areas. As a part of the project activities, an operational research is going on simultaneously. One phase of the study was already done and the other one is currently going on. As this project is aiming to develop a practical model of inclusive education in Bangladesh in line with the PEDP III, a major aspect of the implementation strategy is to align the work to that of the government and their technical partner UNICEF. To achieve the end of project outcomes, there are three tiers of input through working at policy level, working with schools and working with parents and community. The operational study that has already been done aimed to include exploring the current status/readiness and expectations (physical, attitudinal, understanding, challenges, barriers, scopes); effectiveness of interventions (Training, support, materials etc.), provide feedback to intervention plans to address challenges, systematic recording of changes took place by the course of interventions, provide policy, school and community level recommendations based on the study findings. Based on the interventions provided under this project, different data collection tools were used in different phases of the study to capture the impact, progress and changes that took place under the project. Peoples’ perceptions, beliefs, feelings and opinions regarding interventions have also been recorded through the methods followed in this study. A mixed method design was followed in this study as methodology. Therefore, the study followed both quantitative and qualitative methods for data collection, which include several tools.

 

 

acie-actionaidTitle: Development of an Advocacy Framework for Inclusive Teacher Education in Bangladesh

Position/Role: Team Leader & Principal Researcher

Conducted by: ACIE-AAB Project

Year: 2015-16 (Completed)

About: ACIE in association with ActionAid Bangladesh started a project on “Developing Advocacy Framework for Primary Level Teacher Education for Inclusive Education in Bangladesh” from May 2015 to till date is on-going. Aim of the project is to develop an advocacy framework to make the existing government primary teacher education program more inclusive. This is an intervention based project. First phase of the project has been completed now the second phase is on-going. Under this project ACIE-AAB are working with four PTIs, there we organized orientation program on IE, Sensitization workshop, operational research and continuous communication and networking activity with the different stake holders (i.e. DPE, NAPE, PTIs, IER, NCTB, local and international NGOs related to IE) through Local Education Authority, PTI Experimental school and Enlisted Practicum Government Primary School. A three party MoU has been signed with Plan International Bangladesh as ACIE is taking technical support from Plan International Bangladesh also for this project. I am involved with this project as the Team Leader and the principal researcher of the operational research.

Cover-BoxTitle: Development of Advocacy Guides on Inclusive Education for Teacher Education (3 booklets).

Position/Role: Team Leader

Conducted By: UNESCO-Dhaka, ACIE

Year: 2015-16 (Completed)

About: UNESCO Dhaka and the Institute of Education and Research (IER) at the University of Dhaka jointly adapted an Advocacy Guide for inclusive education through the teacher education programmes in Bangladesh. The adapted advocacy guide includes three parts: Policy, Curriculum & Materials and Teaching-learning Methods. Asian Centre for Inclusive Education (ACIE) believes that the advocacy guide series is an effective tool for promoting inclusive education through teacher education at primary level in Bangladesh. After that, a project intervention has been designed jointly ACIE and UNESCO Dhaka based on the advocacy tools for assisting the DPE to achieve PEDP 3 overall goal. The title of the project is “Developing a resource pool for UNESCO’s adapted advocacy guide on IE”. The objective of the intervention was to develop a resource pool from different agencies who would conduct the advocacy for Inclusive Education through teacher education programs for the DPE. Under this project A two-day long resource pool development workshop was held. The resource pool members were from DPE, NAPE, NCTB, BNFE, IER, University of Dhaka, PTI, URC instructor, BRAC, CDD and CAMPE. Currently, Resource pool members are working with government and NGO sector policy level and advocating different stake holders to promote IE in Bangladesh. In addition, a study on DPEd curriculum review by using the framework of the Advocacy guides would be started very soon. This project is also linked with the ieAnet initiatives of ACIE. I have been involved with this project as the team leader.

unicef-bdTitle: the Primary Education Development Programme Phase 3 [PEDP 3] Component 2 (Inclusive Education)

Position/Role:National Consultant &

Conducted by: UNICEF Bangladesh.

Year: 2015-16 (Completed)

About: This task provided me the opportunity to contribute directly to the Access and Inclusive Education Cell of DPE of the Ministry of Primary and Mass Education (MoPME) to develop an updated conceptual framework of inclusive education in the context of Bangladesh, conduct a thorough review of the existing literature and research findings on inclusive education to identify gaps and challenges, review and recommend the required up-gradation of the orientation package, training package, operational/action plan of DPE on inclusive education, monitoring tools and communication for development (C4D) documents and development of a guideline on strategic plan for inclusion of children living in urban slums in Bangladesh. In addition to that, specific recommendations have been made to highlight the issues that need to be considered during the Post PEDP 3 planning.

 

 

Title: the Early Learning Development Standard (ELDS) validation in Bangladesh.

Position/Role: Study Team Member

Conducted by: Bangladesh Shishu Academy, MoWCA and Bangladesh ECD Network

Year: 2016 (Completed)

About: This study was an opportunity to contribute in a national government document that has been prepared for ensuring a healthy child development process that may have direct impact in health, education and social service sectors. This study aimed to conduct a content validation for the ELDS document that was developed by the Ministry of Women and Children affairs (MoWCA) having support from a technical team before. The objective of content validation was to assess the extent to which the ELDS represent appropriate reflection and alignment with national values, expectations, and the scientific conceptualizations of child development in four domain areas (i.e. physical & motor, social & emotional, language & communication, cognitive) according to age. Ministry of Women and Children Affairs (MoWCA) took the overall lead in the ELDS validation process while the Early Learning for Child Development 2nd Phase Project, implemented by Bangladesh Shishu Academy was the secretariat. UNICEF provided technical and financial support through Early Learning for Child Development Project (ELCDP) 2nd Phase to conduct the validation. The Content Validation was carried out in collaboration with Bangladesh ECD Network (BEN). A mixed method design was followed in the study that contained a series of consultations with parents, caregivers, teachers, frontline workers, and expert groups. In addition, data was also collected from individual expert reviews. Responses were analysed in both quantitative (i.e. frequency analysis) and qualitative (i.e. thematic analysis) manner. The analysis was directed to specific recommendations that might have assisted the government to review and finalize the content of the ELDS. Later on an age validation will also be done on this document.

 

 

Title: 3rd International Conference on Inclusive Education

Position/Role: Member Secretary

Conducted by: ACIE & Pune University, India

Year: 2016 (Completed)

About: SP Pune University of India in partnership with ACIE and some other organizations organized ACIE’s 3rd International Conference on Inclusive Education in Pune, India held in 22-24 January 2016. The theme of the conference was: Bridging gap between policy and practices in Inclusive Education. Around 250 participants from 07 countries attended the conference. It has been observed that the event was a very effective one as it was in the 2013 and 2015 in Bangladesh. I joined the conference with a team of 23 Bangladeshi participants from 09 organizations (ACIE, AAB, UNESCO, UNICEF, IER-Dhaka University, Plan Intl Bangladesh, DPE-MoPME, NAPE, and PTI). I had several roles in the conference. Roles include:

 

Organizing the Conference: ACIE was the partner of the event with SP Pune University. Therefore, I was actively involved in organizing the conference, selecting papers, designing the programme, giving speech in opening and closing sessions as special guest etc.

Key-Note Paper Presentation: I made a key note presentation on Gaps in Policy and Practice for Inclusive Education in Bangladesh in a plenary session with other two key notes from Australia and Canada.

Session Chairing: A chaired a concurrent session of the event where six papers were presented.

Co-Presenter of Several Presentations: I was involved in several presentations done by UNESCO-Dhaka, ActionAid Bangladesh, IER-Dhaka University as co-presenter.

 

 

 

Title: Development of the Execution and Operational Plan of the ECD Policy for the MoWCA

Position/Role: Consultant

Conducted by: Bangladesh Shishu Academy, MoWCA and Bangladesh ECD Network

Year: 2015 (Completed)

About: This assignment has been an opportunity for me to contribute directly to a Government initiative that was operated to develop an execution and operational plan of the comprehensive early childhood policy of the Ministry of Women and Children Affairs of the Government of Bangladesh.

 

 

 

 

 

Title: Study on Situation Analysis of Education of Children with Disabilities in Bangladesh: A Sightsavers Study. ISBN 978-984-33-8460-7

Position/Role: Principal Researcher

Conducted by: Sightsavers

Year: 2015 (Completed)

About: This study gave the researcher a scope to compile different policies, intervention initiatives at GO-NGO sectors in relation to education of children with disabilities in Bangladesh. This study was conducted with a purpose or broad objective to analyse and understand the existing context and broader environment within which education for children with disabilities has to take place in Bangladesh. The specific objectives of the study include: exploring the overview of educational provisions, reviewing the educational legislation, policy, and guidelines, Identifying strategies of educational management in state & non-state sector, identifying the information regarding education funding in state & non-state sector, exploring the status of education support systems, finding out the status of civil society participation, finding out the status of international development sector participation, exploring the educational access and quality for young people with disabilities, and reviewing any additional analysis/information. A mixed method design was used in this study that included document review, questionnaire, interview, FGDs and case study. A Systematic Review of Literature was done. Specific recommendations were made for different stakeholders in response to the analysis of the overall findings of the study.

 

 

Title: Teacher Education Programme in the Perspective of Inclusive Education for the Children with Disabilities in Bangladesh

Position/Role: Principal Researcher

Conducted by: Action Aid Bangladesh.

Year: 2015 (Completed)

About: This study is an attempt to explore the Status of Teacher Education Program in the Perspective of Inclusive Education for the Children with Disabilities in Bangladesh. A mixed method design was applied in the study. Findings of the study revealed that there are some good initiatives taken by the government for inclusive education. However, teacher education curriculum, teacher education institutions, teacher educators and practicum schools require a major reform for promoting inclusive education. A number of policy, practice and administrative level challenges have been identified in this study. Recommendations have been made to make teacher education in Bangladesh more inclusive.

 

 

Title: 2nd International Conference on Inclusive Education

Position/Role: Member Secretary

Conducted by: ACIE

Year: 2015 (Completed)

About: This international event provided me the opportunity to act as the Member Secretary of the 2nd international conference on inclusive education organized by the Asian Centre for Inclusive Education (ACIE), held in 09-12 January 2015 in Dhaka, Bangladesh. The broad theme of the conference is “Achieving Inclusive Education through Post EFA Goals 2015 – How Far are We?” This theme was selected by the conference organizing committee to get an opportunity to share and disseminate ideas, research findings, academic and field-level experiences of different countries to promote literacy and inclusive education more effectively. Based on the Post EFA 2015 goals, papers were asked for five sub-themes. This event was enriched by the involvement of around 300 participants, which include about 40 international delegates from 19 countries. The editorial board of the ACIE conference 2015 received 80 abstracts for this event. After following a peer-review process 64 abstracts have been selected for the presentation. These selected abstracts are then being distributed in three sub-themes, read and edited and then included in this proceeding. In addition to that, the editorial board also included key note papers, panel presentations, poster presentations and workshop abstracts in the event. I also played the role of the Editor of the Proceeding published. This has been a great opportunity for different countries to showcase their initiatives and experiences and learn from each other. For more information, please visit the following link:

Title: From EFA 2015 to EFA 2030: Are We on Track? A Civil Society Perspective on Education for All Bangladesh

Position/Role: Consultant

Conducted by: CAMPE & the Team of Plan and AKFB for Goal 1

Year: 2015 (Completed)

About: This is a national level work done by the civil society members, which was led by the Campaign for Popular Education (CAMPE) that was generated to prepare a citizen/people’s report to influence the EFA Post-2015 agenda covering all six goals as suggested by UNESCO. For each goal a lead agency was identified who could prepare a civil society position paper for the report. A common guideline/format was agreed for preparing the report. I was involved with Plan International Bangladesh and Aga Khan Foundation Bangladesh (AKF-B) team to review the Goal 1 of EFA. A systematic literature review was done to prepare the report and specific recommendations were made based on the analysis.

 

Title: Study on “Ensuring Right to Education: An in-depth study for the exploration of educationally excluded children in the selected primary schools catchment areas for developing a model of inclusive education in Bangladesh”. ISBN 978-984-33-6203-2

Position/Role: Principal Researcher & Consultant

Conducted by: Plan International Bangladesh
Year: 2013 (Completed)

About: For developing such model inclusive schools, Plan Bangladesh conducted this in-depth study in 50 selected primary schools in 05 Upazilas with a broader aim of identifying the number and status of educationally excluded children (gender, age and location disaggregated) with nature, types, level/intensity and causes of exclusion in the project locations and explore the barriers, challenges and opportunities to include them in mainstream education through inclusive education approach. A mixed method design was applied in this study. A wide range of research methods and tools were applied in this study for in-depth understanding of the status of the educationally excluded children. Based on the analysis of the findings, the study raised specific recommendations in five potential areas that include policy reform initiatives for facilitating educational changes targeting inclusive education, teacher education reform related suggestions to prepare teachers adequately for inclusive classrooms, school reform related recommendations to ensure inclusive learning friendly environment, community awareness related recommendations to develop welcoming attitudes and environment within the community stakeholders and also local resource mobilization related suggestion for the sustainability and cost-effectiveness of the project. The researchers believe that if the findings and recommendations explored in this study are taken in action in the selected school catchment areas, it would be possible to develop some exemplary model schools that will ultimately benefit the whole education system to come forward in the inclusive reform initiatives for ensuring equal educational right for all. I was involved in this study as the Principal Researcher.

Title: National Baseline Study for “Developing a model of inclusive primary education in Bangladesh project” based on secondary data. Dhaka: Plan International Bangladesh. ISBN 978-984-33-7159-1

Position/Role: Principal Researcher & Consultant

Conducted by: Plan International Bangladesh
Year: 2013 (Completed)

About: This national baseline Study on inclusive education based on secondary data has been conducted with a view to design a project titled “Developing a model of inclusive primary education in Bangladesh project” for Plan Bangladesh. This report aimed to address findings of a systematic secondary literature review on inclusive education in Bangladesh. The study has contributed in exploring policy gaps related to inclusive education in Bangladesh, unveiled the overall status of children with disabilities in education and in other social contexts, identified current research trends regarding inclusive education in Bangladesh and explored the barriers and challenges of inclusive education in Bangladesh. Based on the findings, the study suggested specific recommendations as well. The study was conducted by me as the Principal Researcher.

Title: Exploration of Learning Experience of Students with Special Educational Need (SEN) in Mainstream Secondary Schools in Comilla District

Position/Role: Research Advisor

Conducted by: National Academy for Educational Management (NAEM)
Year: 2013 (Completed)

About: This study was conducted by a three membered team for National Academy for Educational Management (NAEM) under the Ministry of Education (MoE) where I was involved as the advisor of the study team. The purpose of this study was to find out the experience the students with special needs during adaptation to mainstream classrooms and to explore the teaching- learning strategies used in the schools for children with disabilites. The research method involved survey containing both quantitative and qualitative methods. Findings revealed that in spite of the long list of barriers to successful implementation of inclusive education such as traditional infrastructures, lack of physical facilities, ineffective policies and legislation, inadequate funding, shortage of specially trained teachers, the students were satisfied with the behavior and attitude of the teachers. But they are not satisfied with the government policy regarding inclusive education especially rigid curriculum and centrally controlled rigid assessment system. Recommendations made to develop curriculum adjustment policy and flexible assessment system and capacity building of secondary teachers to create friendly learning environments that enhance inclusive movement successfully.

Title: 1st International Conference on Inclusive Education

Position/Role: Member Secretary

Conducted by: ACIE
Year: 2012-2013

About: This has been the first international event under the banner of Asian Centre for Inclusive Education (ACIE) held in 15-17 February, 2013 in Dhaka, Bangladesh where I contributed as the Member Secretary of the Organizing Committee and the Editor of the Proceeding. The broad theme of the conference was “Meeting the Challenges of Inclusive Education”. This theme was selected by the conference organizing committee to get an opportunity to share and disseminate ideas, research findings, academic and field-level experiences of different countries to promote child friendly and inclusive education more effectively. We were overwhelmed to find the responses from around the world that covered representatives from almost all the continents of the globe. This event was enriched by the involvement of around 300 participants, which include about 30 international delegates from 20 countries. The editorial board of the ACIE conference 2013 received 85 abstracts for this event. After following a peer-review process 67 abstracts were selected for the presentation. In addition to that, three key note papers, five poster presentations and two workshops were presented in the event. This has been a great opportunity for different countries to showcase their initiatives and experiences and learn from each other. For more information, please visit the following link:

Title: Doctoral Research on Pre-service teachers’ preparedness for inclusive education in Bangladesh.

Position/Role: Member Secretary

Conducted by: Monash University, Australia
Year: 2008-2013

About: This doctoral research was conducted in Monash University, Australia; which aimed to understand pre-service teachers’ preparedness for IE in the Bangladesh context through exploring their attitudes towards, teaching-efficacy for and concerns about IE. The study was conducted in two phases. In Phase 1, a survey and semi-structured interview schedules were applied. A three-part survey questionnaire was used with 1,623 pre-service teachers that included a questionnaire for demographic information, the Sentiments, Attitudes, Concerns regarding IE (SACIE) scale for measuring attitudes and concerns and the Teacher Efficacy for Inclusive Practices (TEIP) scale for measuring teaching-efficacy of pre-service teachers. By doing a multiple regression analysis, it was revealed that variables such as gender, length of training, interaction with persons with disabilities, knowledge about local legislation and level of training involved had significant relationships with participants’ attitudes, teaching-efficacy and concerns. In addition, pre-service teachers’ teaching-efficacy was found to be positively correlated to their attitudes and negatively correlated with their concerns about IE. The Phase 2 part was designed, applying semi-structured interviews with 6 institutional heads. Thematic analysis indicated that a number of curriculum, teacher-related and contextual factors could explain the inconsistent findings of this study. Based on the findings of the two phases of this study, a number of recommendations were made for policy makers, teacher educators and others engaged in inclusive education reform initiatives

Title: Symposium on Inclusive Education in Asian Countries

Position/Role: Member, Convening Committee and team member of the panel

Conducted by: Monash University, Australia
Year: 2011

About: I participated as a member of the convening committee and also as a team member of the panel in the project titled Teacher Education Reform for Inclusive Education in Asian Countries organized by the Faculty of Education, Clayton Campus, Monash University, Australia held from 8th February to 23rd February, 2011. The goal of this international project was to explore the challenges of teacher education for implementing inclusive education and finding strategies to address those challenges through conducting research studies and discussion. Experts from India, Bangladesh, China, USA and Australia contributed in this project. As an active team member of the panel, I contributed by participating in the critical discussion sessions, analysing data of different countries on teacher education for inclusive education, presenting his own research findings to the audience, contributing in writing manuscripts and future project planning. I also assisted in organizing different events of this international venture as a member of the convening committee of this project.

 

Title: International Symposium on Inclusive Education

Position/Role: Member of Convening Committee

Conducted by: BAFED
Year: 2011
About: I was involved as a member of the convening committee for the International Symposium on Inclusive Education organized by the Bangladesh Forum for Educational Development (BAFED) in association with UNESCO-Dhaka and Plan-Bangladesh held on 04 June, 2011 in Dhaka, Bangladesh. The aim of this international symposium was to explore the challenges of implementing inclusive education in Asian countries and share experiences of different parts of the globe to face those challenges. About 180 participants from several Asian countries and Australia participated in this symposium. Besides, the Directorate of Primary Education (DPE) of the Ministry of Primary and Mass Education (MOPME) of the Government of Bangladesh and several development partners also actively participated in this conference. Being the Organizing Secretary of the convening committee, I was actively involved in different initiatives taken to make the event happen.

Title: International Conference on Inclusive Education

Position/Role: Member Secretary

Conducted by: IER-University of Dhaka
Year: 2010
About: This has been the first International Conference on Child Friendly Inclusive Education in Bangladesh organized by the Institute of Education and Research (IER), University of Dhaka, held in 7-8 January, 2010. I was involved in this event as the member secretary of the conference committee. About 200 participants from 15 countries participated in the event. As I was doing my PhD at Monash University during that period, I brought my both supervisors as the key note speakers in the event and contributed in opening collaboration between two institutions. This was a very successful event and people in Bangladesh and other countries for the first time could showcase their practices in this event regarding inclusive education.

 

 

 

Title: Research on “Identification of Inclusive Education Practices for Children with Hearing-impairment in Developed Countries: A comparison between Bangladesh and Australian Practices”,

Position/Role: Masters Level Researcher

Conducted by: Flinders University of South Australia
Year: 2005.
About: This secondary review based study reports the findings from a Masters level academic study conducted at the Flinders University of South Australia in 2005 on Inclusive Education Practices for Children with Hearing-impairment. Inclusive education has been considered as the most discussed issue in recent days. The concept and definition of inclusive education has a huge controversy and diversity in theoretical and practical aspects. The review of literature indicates that Bangladesh is not behind the developed countries like UK, USA or Australia in enacting laws and declarations in favour of inclusive education, but a lack of resources is the main barrier for Bangladesh to implement inclusive education. Special education and integrated education models still exist both in developed countries and in Bangladesh as well. However, the difference is that almost all school age children with disabilities in developed countries are in education, whereas only 11 % of children with disabilities are in education in Bangladesh. Bangladesh has the opportunity to learn from the developed country experiences to improve inclusive education practices as well as there are some unique experiences in Bangladesh context as well. This paper also provides some suggestions and recommendations for developing countries to put inclusive education into operation successfully for children with hearing impairment and other disabilities

unesco-Tool-kitTitle: Embracing Diversity: Toolkit for Creating Inclusive Learning Friendly Environment. A big volume of six parts Teachers’ Training Toolkit for Inclusive Education. Developed this Teachers’ Training Manual for Inclusive Education for the Asia-Pacific Region. ISBN 92-9223-032-8

Position/Role: Development Team Member

Conducted by: UNESCO-Bangkok. ISBN 92-9223-032-8
Year: 2005.
About: This assignment offered me the opportunity to represent Bangladesh in the development process of a teacher guide series lead by the UNESCO Bangkok titled “Toolkit for Creating Inclusive, Learning-Friendly Environments” in 2002. It provided teachers and school administrators with concrete guidelines, case studies and tools to improve the learning environment at the school and community levels. This toolkit contains six booklets; each has tools and activities for self-study for creating an inclusive, learning-friendly environment (ILFE). The toolkit is very comprehensive, and is designed to be user-friendly and a source of inspiration for teachers. In addition, it can be used in both formal and non-formal education settings. UNESCO Bangkok has been involved in widely disseminating, translating, adapting and piloting it to different country contexts to promote its wide usage in schools and for pre-service teacher education.

 

 

Title: Educating Children in Difficult Circumstances-Children with Disabilities. P. 80

Position/Role: Research Team Member

Conducted by: DPE & CSID
Year: 2002
About: This study was the first baseline research conducted by the Government of Bangladesh. The ESTEEM Project under the auspices of the Primary and Mass Education Division of the Government of Bangladesh planned to undertake this. The broad objective of the study was to provide background data and information on education of children with disabilities, to assist the government in developing and/or reforming policies on the education of disabled children in Bangladesh. Centre for Services and Information on Disability was assigned to conduct the study. Based on the findings of this study, Primary Education Development Programmes (PEDP) were generated where inclusive education was a compulsory component. A mixed method design was followed in this study. Major findings of the study indicated that while most of them expressed a keen interest to be enrolled in schools, a mere 11% of children with disabilities within the school going age, with a simple majority of boys over girls, were so far gained access to education. A major contributor to this percentage was the presence of disability related activities by adequately qualified service providing organizations. The served areas showed an enrollment rate of 18%, while that for areas without disability interventions showed a mere 4% enrollment. This indicates that, despite all the problems prevailing in the society, with proper guidance, counseling and appropriate initiative, inclusion of children with disabilities in schools can be enhanced. Amongst the enrolled children with disabilities, 55% were with physical disabilities, followed by visual, hearing and speech, and lastly the children with intellectual disabilities. 48% of these children were pursuing education in formal education setups devoid of systematic inclusion systems. 23%, 15% and a mere 5% were in integrated, special and systematically developed inclusive schools respectively. Apart from the latter, in all other setups, the enrolled children were facing enormous problems, including, a negative attitude expressed towards them by peers and teachers alike. 73% of the children with disabilities faced problems while even enrolling into educational institutes. At the National level, appropriate policy formulation and adaptation, development of national intervention plan, provision in national budgets, adaptation of training packages and human resource development were necessary prerequisites in the change process of inclusion of children with disabilities in the mainstream education. At the secondary level, adaptation of local policies, creation of accessibility and other required facilities, technical resource integration at local level, sensitization and awareness raising, information exchange at various level, monitoring and evaluation etc. needed to be addressed systematically. A system might also be developed for smooth coordination and facilitation between these two levels. So far, in spite of it being an education issue, the education of children with disabilities remained with the Ministry of Social Welfare. Policy reforms were suggested to make the system more inclusive.

Title: The Feminine Dimension of Disability: A study on the situation analysis of adolescent girls and women with disabilities in Bangladesh. Total page 103, ISBN 984-32-0366-6 (English). ISBN 984-32-0365-8 (Bangla)

Position/Role: Research Team Member

Conducted by: CSID
Year: 2002
About: This study was the first research conducted on gender and disability perspective by Centre for Services and Information on Disability (CSID) where I was involved as the study team member. This study contributed in developing baseline data for the context of women and adolescent girls with disabilities in Bangladesh. A mixed method design was employed to gather data for this study. This report presented the findings of a study on socio-economic Status & psychological situation of adolescent girls and women with disabilities in Bangladesh. The general findings were negative with glimpses of hope. Reasons related to diseases and congenital processes are still the main factors behind impairments and subsequent disabilities. Interpretation of disability was widely accepted as disease with families scavenging after magical and miraculous cures. A negligible number had accessed education scopes. Whatever few were enrolled dropped out in large figures. The employment scopes were virtually non-existent. Marriages occurred at the heavy cost of dowry, but most had ended in divorce. Almost all had reported of emotional, physical or sexual abuse. The level of knowledge on reproductive health and physical changes were extremely poor. The overall picture had portrayed a scenario were girls and women with disabilities were living a sub human life. In truth, the situation of women with disabilities in Bangladesh was considered as the victim of double disability. But beyond this darkness there were certainly instances of very positive portrayals.

Title: Fifty Tales of adolescent girls and women with disabilities in Bangladesh (in Bangla). Total page. 90, ISBN 984-32-0365-8

Position/Role: Research Team Member

Conducted by: CSID
Year: 2002
About: This study was the first research conducted on gender and disability perspective by Centre for Services and Information on Disability (CSID) where I was involved as the study team member. This study followed case study method that included fifty stories of adolescent girls and women with disabilities. Analysis of findings indicated few success stories; whereas stories were dominated by ignorance, negative attitudes, physical and sexual abuse, violation of human rights from the family, society and the policy perspectives. Specific recommendations were made to overcome the barriers related to the context of women and adolescent girls with disabilities in Bangladesh.

 

 

Employment Situation of People with Disabilities in BangladeshTitle: Employment Situation of People with Disabilities in Bangladesh. Total page. 41, ISBN 984-32-0367-4 (English), ISBN 984-32-0476-X (Bangla)

Position/Role: Research Team Member

Conducted by: CSID
Year: 2002
About: This study was the first research conducted on employment situation of persons with disability perspective by Centre for Services and Information on Disability (CSID) where I was involved as the study team member. This study contributed in developing baseline data for the context of employment situation of persons with disabilities in Bangladesh. A mixed method design was followed to gather data in this study. The study was able to reflect upon the current situation prevailing pertaining to the people with disabilities either in employment or with the education and/or skills essential for employment. It was– expected that the findings could contribute in the design and development of planned and systematic interventions towards addressing the needs of the people with disabilities in the country with specific reference to employment. The focused target group of the study was the people with disabilities in employment or with the suitable skills or education essential for employment. Among a total of 452 respondents people with disabilities, 65% are male with 35% female. Findings indicated that 64% of the respondents have some form of special work specific skills. These work skills were very diverse including handicrafts (cane work, sewing, rope making, etc), chalk making, sweets preparation, painting, goldsmith, dairy and poultry rearing, etc. In addition, 79% of the respondents of the study had indicated that they were involved in some form of employment (78% in rural areas and 79% in urban areas). It must again be mentioned that the survey was conducted mainly focusing on the employed people with disabilities. So this percentage does not indicate the national situation of employment of people with disabilities. Out of the employed respondents the maximum (66%) were self-employed. Disability wise self-employment rate varied at 44% for physical, 20% for visually impairment, 19% for speech and hearing and 8% for the people with intellectually disability. The government was the source of employment for only 5% of the employed respondents while the non-government sector provides such employment options to only 17% of people with disabilities. Specific policy and intervention recommendations were made to make employment situation of persons with disabilities more inclusive in Bangladesh.

Title: Sign Supported Bangla Language Manual that produced three manuals and Video CDs on signs for people with hearing-impairments. ISBN 984-8305-00-9 (Set)

Position/Role: Researcher

Conducted by: Centre for Disability in Development
Year: 2001-2002
About: This initiative was the first time documentation of sign supported Bangla language that exists in Bangladesh used by the people with hearing impairment. The documentation process was conducted by CDD. A group of people with hearing impairment, special education experts, sign language experts were involved in developing the selecting the signs. I was involved with this team as the team leader. The team discussed to select vocabulary list and signs, then those were videotaped, descriptions were written and diagram were also drawn by a professional artist. By compiling all those elements 2000 words were selected and published through this process. All the signs were then validated at local levels and at national levels as well with different stakeholders. A training package is also available on those documents of sign supported Bangla language.

 

 

Title: Study on Participatory National Budget Analysis: Education of Children with Disabilities.

Position/Role: Researcher

Conducted by: ActionAid Bangladesh
Year: 2001-2002
About: This study was conducted by ActionAid Bangladesh in a participatory way and I was involved as a researcher in the part of educational budget allocation for persons with disabilities in Bangladesh. Document review, interviews and case study methods were followed in this study. Findings indicated that people budget allocation for persons with disabilities is not satisfactory and no clear data is available about the school going age children with disabilities in hand. As a result, people were not aware of the needs of learners with disabilities in respect to educational budget allocation. This study was one of the early baseline studies to explore the education situation of people with disabilities in Bangladesh.

 

 

Title: Study on Action Research on Inclusive Education for the Children with Disabilities

Position/Role: Research Associate

Conducted by: Centre for Disability in Development
Year: 2001-2002
About: This is an early career involvement of me where I worked as a research associate. This action research project was designed on a pilot project of inclusive model school in Jhenaidah district of Bangladesh run by Action in Development (AID). The research was done by Centre for Disability in Development (CDD) and was one of the very early research studies done on inclusive education in the context of Bangladesh. Data were collected in two phases in qualitative manner. Findings indicated some remarkable positive change among different stakeholders (i.e. children, community, teachers etc.) due to such interventions related to inclusive education.

 

 

Title: Academic & Social Integration of Pupils with Hearing Impairment into Mainstream Educational Settings

Position/Role: Masters Level Researcher

Conducted by: IER-University of Dhaka
Year: 1999
About: This has been the first academic research of my life that was conducted in the year 1999 for partial fulfilment of Master of Education Degree offered by the Institute of Education and Research (IER) at the University of Dhaka. This research aimed to explore the situation of academic and social inclusion of children with hearing impairment into mainstream schools. This research has been one of the pioneer baseline studies in the context of inclusive education in Bangladesh. In this educational research the researcher chose the ethnographic paradigm and its participant and in-depth interview techniques as the pre-dominant approach, with some element of the quantitative paradigm to a lesser extent. Four research techniques were identified to be suitable for data collection in the present research study. These were (i) Questionnaire (ii) Interview (iii) Observation, and (iv) Document Analysis. Analysis of findings indicated that mainstream schools were not ready yet in relation to acceptance, participation achievement and attitudes towards children with hearing impairments. More interventions were to be designed to make inclusion happen in mainstream schools.