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Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms

Yıl 2013, Cilt: 6 Sayı: 1, - , 01.12.2012

Md. Saiful Malak

Öz

Inclusive education (IE) has been recognized as a key strategy to ensure education for all in the developing world for the last two decades. As a developing country, Bangladesh is striving to address IE by undergoing various initiatives such as policy reform, awareness creation and teacher development. This paper based on a qualitative approach attempts to explore pre-service teachers’ responses to include students with special educational needs (SEN) in regular classrooms in primary schools. A one-on-one interview was conducted with 20 pre-service teachers who were enrolled in a teacher education program of one public university in Bangladesh. The findings revealed from the study indicate that majority of the pre- service teachers have unfavourable attitudes to include students with SEN in regular classrooms. Misconception and lack of knowledge about disabilities are revealed from most of the pre-service teachers’ responses. Further large class size, high workloads, inflexible curriculum policy of primary education and inadequate experiential learning facilities of teacher education program are identified as barriers to IE reform. Several issues are discussed as implications in order to promote better inclusive practices in regular primary education

Anahtar Kelimeler

-

Kaynakça

  • Ahsan, M. T. (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: Journal of Education and Research, 33/34, 167-176. Ahsan, M. T., & Burnip, L. (2007). Inclusive education in Bangladesh. Australasian
  • Journal of Special Education 31(1), 61-71. 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.
  • Ahuja, A., & Ibrahim, M. (2006). An Assessment of Inclusive Education in Bangladesh. Dhaka: UNESCO.
  • Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Abingdon: Routledge.
  • Ajzen, I. (2005). Attitudes, personality and behaviour (2nd ed.). Maidenhead, UK:
  • Open University Press. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human
  • Decision Processes, 50(2), 179-211. Akter, N., & Malak, M. S. (2008). Identification of the suitable teaching strategies for effective learning of children with hearing impairment at primary level (Grade-I & II) in regular school. Teachers’ World: Journal of Education and Research, 32 (2), 183- 1
  • Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27 (1), 1-18.
  • Argyris, C., & Schon, D. (1978). Organisational learning: A theory of action perspective. Reading, Mass: Addison Wesley.
  • Barnyak, N. C., & Paquette, K. R. (2010). An investigation of elementary pre-service teachers’ reading instructional beliefs. Reading Improvement, 47 (1), 7-17.
  • Ben-Yehuda, S., Leyser, Y., & Last, U. (2010). Teacher educational beliefs and sociometric status of special educational needs (SEN) students in inclusive classrooms.
  • International Journal of Inclusive Education, 14 (1), 17-34. Bizer, G. Y., Barden, J. C., & Petty, R. E. (2003). Attitudes. In Encyclopaedia of cognitive science, (pp. 247-253). London: Nature Publishing Group.
  • Bortoli, A., Brown, P. M., & Hsien, M. (2009). Teacher qualification and attitudes towards inclusion. Australasian Journal of Special Education, 33 (1), 26-41.
  • Burton, D., & Bartlett, S. (2005). Practitioner research for teachers. Thousand Oaks, CA: Sage.
  • CSID. (2005). Situational Analysis and assessment of education for children with disabilities in Bangladesh, South Asia, East Asia and South Africa. Dhaka, Bangladesh : CSID.
  • CSID. (2003). A study report on documentation of good practices on inclusive education in Bangladesh. Dhaka, Bangladesh : CSID.
  • Das, A. (2011). Inclusion of students with disabilities in mainstream primary education of Bangladesh. Journal of International Development and Cooperation, 17(2), 1-10.
  • Ding, M., Li,Y., Li, X., & Kulm, G. (2008). Chinese teachers’ perceptions of students’ classroom misbehaviour. Educational Psychology, 28 (3), 305-324.
  • Eagle, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX:
  • Hardcourt Brace Jovanovich. Evans, J., & Lunt, I. (2002). Inclusive education: are there limits? European Journal of
  • Special Needs Education, 17 (1), 1-14. Forlin, C. (2004). Promoting inclusivity in Western Australian schools. International
  • Journal of Inclusive Education, 8 (2), 185-201. Forlin, C., Cedillo, I. G., Romero-Contreras, S., Fletcher, T., & Hernandez, H. J. R. (2010). Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers.
  • International Journal of Inclusive Education,14 (7),723-739. Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13 (2), 195-209.
  • Gao, W., & Mager, G. (2011). Enhancing pre-service teachers’ sense of efficacy and attitudes towards school diversity through preparation: A case of one U. S. inclusive teacher education program. International Journal of Special Education, 26 (2), 1-16.
  • Gill, P., Sherman, R., & Sherman, C. (2009). The impact of initial field experience on pre-service teachers’ attitudes towards inclusion. Journal of Teacher Education for Sustainability, 11 (2), 3-13.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Golder, G., Jones, N., & Quinn, E. E. (2009). Strengthening the special educational needs element of initial teacher training and education. British Journal of Special Education, 36 (4), 183-190.
  • Golmic, B. A., & Hansen, M. A. (2012). Attitudes, sentiments and concerns of pre- service teachers after their included experiences. International Journal of Special Education, 27 (1), 35-46.
  • Hutchinson, S. A. (1990). Education and grounded theory. In R. R. Sherman and R. B.
  • Webb (Eds.). Qualitative research in education: focus and methods (pp. 123- 140). Philadelphia: The Farmer Press. Huq, S. (2008). Children with special needs in difference circumstances: A case study.
  • Teachers’ World: Journal of Education and Research, 32 (2), 153-165. Islam, S. (2010). Access with quality in primary education: Re-inventing inter- organizational synergy. Bangladesh Education Journal, 9(1), 5-27.
  • Kabir, M. (2008). United Nations Convention on the rights of persons with disabilities and optional protocol for Bangladesh. Dhaka : Action Aid Bangladesh.
  • Kibria, G. (2005). Inclusion education the developing countries: The case study of
  • Bangladesh. Journal of the International Association of Special Education, 6 (1), 43- Kilic, A. (2010). Learner-centered micro teaching in teacher education. International
  • Journal of Instruction, 3 (1), 77-100. Kozleski,E. A., Artiles, A., Fletcher, T., & Engelbrecht, P. (2007). Understanding the dialectics of the local and the global in education for all: A comparative study.
  • International Journal of Educational Policy, Research and Practice, 8 (1), 19-34. Lambe, J. (2007). Northern Ireland student teachers’ changing attitudes towards inclusive education during initial teacher training. International Journal of Special Education, 22 (1), 59-71.
  • Lancaster, J., & Bain, A. (2010). The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education, 38 (2), 117-128.
  • Li, D., Oneonta, S., & Ji, H. (2010). Teaching students with disabilities in regular education classes: Perceptions of pre-service teachers from China and United States.
  • Educational Research and Development, 13 (1), 62-69. Malak, M. S., & Khanam, D. (2011). Challenges to regular schooling of female students with disabilities in Bangladesh: A case study. Journal of Advanced Social Research, 1 (2), 147-156.
  • Malak, M. S., & Khanam, D. (2010). The role of teachers’ professional development in promoting a learner-friendly inclusive environment in the regular primary school.
  • Teacher’s World:Journal of Education and Research, 35/36, 79-89. Malak, M. S., Ahsan, M. T., & Jahanara, Q. A. (2005). Identification of the provision of hearing impaired children in Bangladesh and their practices in reality. The Dhaka
  • University Studies, 62 (1), 165-174. Mahbub, T. (2008). Inclusive education at a BRAC school-perspectives from the children. British Journal of Special Education, 35 (1), 34- 41.
  • Ministry of Law, Justice & Parliamentary Affairs. (2000). The constitution of the People’s Republic of Bangladesh. Dhaka, Bangladesh: BG Press.
  • MoPME. (2010). School Managing Committee. Retrieved 10 December, 2011 from http://www.mopme.gov.bd/index.php?option=com_content&task=view&id=486&It emid=521
  • MOE. (2010). Bangladesh national education policy 2010. (Publication No. SK/SHA: 4/cell: 2/2004/121). Dhaka, Bangladesh: Government Printing Office.
  • Novak, J., Murray, M., Scheuermann, A., & Curran, E. (2009). Enhancing the preparation of Special educators through service learning: Evidence from two pre- service courses. International Journal of Special Education, 24 (1), 32-44.
  • OECD. (2005). Education and Training Policy: Teachers Matter - attracting, developing and retaining effective teachers. Retrieved 25 November, 2011 from http://www.oecd.org/dataoecd/39/47/34990905.pdf.
  • Pearce, M. (2009). The inclusive secondary school teacher in Australia. International
  • Journal of Whole Schooling, 5 (2), 1-15. Rakab, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey.
  • European Journal of Special Needs Education, 25 (1), 59-75. Rice, C. J. (2009). Attitudes of undergraduate students toward people with intellectual disabilities: Considerations for future policy makers. College Students’ Journal, 43 (1), 207-2
  • Rose, R., Kaikkonen, L., & Koiv, K. (2007). Estonian vocational teachers’ attitudes towards inclusive education for students with special educational needs. International
  • Journal of Special Education, 22 (3), 97-108. Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9 (3), 188-198.
  • Ryan, T. G. (2009). Inclusive attitudes: a pre-service analysis. Journal of Special
  • Educational Needs, 9 (3), 180-187. Savolainen, H., Engelbrecht, P., Nel, M., & Marlinen, O. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27 (1), 51
  • Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33 (1), 8-24.
  • Susan, S. (2009). A Literature review: Pre-service teachers’ attitudes toward students with disabilities. Education, 130 (1), 53-62.
  • Thomazet, S. (2009). From integration to inclusive education: does changing the terms improve practice? International Journal of Inclusive Education, 13 (6), 553-563.
  • Tina, S. (2006). The role of student characteristics in studying micro teaching-learning environments. Learning Environments Research, 9 (3), 253-271.
  • UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Spain: Author.
  • Westwood, P., & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia.
  • Australian Journal of Learning Disabilities, 8 (1), 3-15.

Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms

Yıl 2013, Cilt: 6 Sayı: 1, - , 01.12.2012

Md. Saiful Malak

Öz

-

Anahtar Kelimeler

-

Kaynakça

  • Ahsan, M. T. (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: Journal of Education and Research, 33/34, 167-176. Ahsan, M. T., & Burnip, L. (2007). Inclusive education in Bangladesh. Australasian
  • Journal of Special Education 31(1), 61-71. 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.
  • Ahuja, A., & Ibrahim, M. (2006). An Assessment of Inclusive Education in Bangladesh. Dhaka: UNESCO.
  • Ainscow, M., Booth, T., & Dyson, A. (2006). Improving schools, developing inclusion. Abingdon: Routledge.
  • Ajzen, I. (2005). Attitudes, personality and behaviour (2nd ed.). Maidenhead, UK:
  • Open University Press. Ajzen, I. (1991). The theory of planned behavior. Organizational Behavior and Human
  • Decision Processes, 50(2), 179-211. Akter, N., & Malak, M. S. (2008). Identification of the suitable teaching strategies for effective learning of children with hearing impairment at primary level (Grade-I & II) in regular school. Teachers’ World: Journal of Education and Research, 32 (2), 183- 1
  • Alquraini, T., & Gut, D. (2012). Critical components of successful inclusion of students with severe disabilities: Literature review. International Journal of Special Education, 27 (1), 1-18.
  • Argyris, C., & Schon, D. (1978). Organisational learning: A theory of action perspective. Reading, Mass: Addison Wesley.
  • Barnyak, N. C., & Paquette, K. R. (2010). An investigation of elementary pre-service teachers’ reading instructional beliefs. Reading Improvement, 47 (1), 7-17.
  • Ben-Yehuda, S., Leyser, Y., & Last, U. (2010). Teacher educational beliefs and sociometric status of special educational needs (SEN) students in inclusive classrooms.
  • International Journal of Inclusive Education, 14 (1), 17-34. Bizer, G. Y., Barden, J. C., & Petty, R. E. (2003). Attitudes. In Encyclopaedia of cognitive science, (pp. 247-253). London: Nature Publishing Group.
  • Bortoli, A., Brown, P. M., & Hsien, M. (2009). Teacher qualification and attitudes towards inclusion. Australasian Journal of Special Education, 33 (1), 26-41.
  • Burton, D., & Bartlett, S. (2005). Practitioner research for teachers. Thousand Oaks, CA: Sage.
  • CSID. (2005). Situational Analysis and assessment of education for children with disabilities in Bangladesh, South Asia, East Asia and South Africa. Dhaka, Bangladesh : CSID.
  • CSID. (2003). A study report on documentation of good practices on inclusive education in Bangladesh. Dhaka, Bangladesh : CSID.
  • Das, A. (2011). Inclusion of students with disabilities in mainstream primary education of Bangladesh. Journal of International Development and Cooperation, 17(2), 1-10.
  • Ding, M., Li,Y., Li, X., & Kulm, G. (2008). Chinese teachers’ perceptions of students’ classroom misbehaviour. Educational Psychology, 28 (3), 305-324.
  • Eagle, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX:
  • Hardcourt Brace Jovanovich. Evans, J., & Lunt, I. (2002). Inclusive education: are there limits? European Journal of
  • Special Needs Education, 17 (1), 1-14. Forlin, C. (2004). Promoting inclusivity in Western Australian schools. International
  • Journal of Inclusive Education, 8 (2), 185-201. Forlin, C., Cedillo, I. G., Romero-Contreras, S., Fletcher, T., & Hernandez, H. J. R. (2010). Inclusion in Mexico: ensuring supportive attitudes by newly graduated teachers.
  • International Journal of Inclusive Education,14 (7),723-739. Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers' attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13 (2), 195-209.
  • Gao, W., & Mager, G. (2011). Enhancing pre-service teachers’ sense of efficacy and attitudes towards school diversity through preparation: A case of one U. S. inclusive teacher education program. International Journal of Special Education, 26 (2), 1-16.
  • Gill, P., Sherman, R., & Sherman, C. (2009). The impact of initial field experience on pre-service teachers’ attitudes towards inclusion. Journal of Teacher Education for Sustainability, 11 (2), 3-13.
  • Glaser, B. G., & Strauss, A. L. (1967). The discovery of grounded theory. Chicago: Aldine.
  • Golder, G., Jones, N., & Quinn, E. E. (2009). Strengthening the special educational needs element of initial teacher training and education. British Journal of Special Education, 36 (4), 183-190.
  • Golmic, B. A., & Hansen, M. A. (2012). Attitudes, sentiments and concerns of pre- service teachers after their included experiences. International Journal of Special Education, 27 (1), 35-46.
  • Hutchinson, S. A. (1990). Education and grounded theory. In R. R. Sherman and R. B.
  • Webb (Eds.). Qualitative research in education: focus and methods (pp. 123- 140). Philadelphia: The Farmer Press. Huq, S. (2008). Children with special needs in difference circumstances: A case study.
  • Teachers’ World: Journal of Education and Research, 32 (2), 153-165. Islam, S. (2010). Access with quality in primary education: Re-inventing inter- organizational synergy. Bangladesh Education Journal, 9(1), 5-27.
  • Kabir, M. (2008). United Nations Convention on the rights of persons with disabilities and optional protocol for Bangladesh. Dhaka : Action Aid Bangladesh.
  • Kibria, G. (2005). Inclusion education the developing countries: The case study of
  • Bangladesh. Journal of the International Association of Special Education, 6 (1), 43- Kilic, A. (2010). Learner-centered micro teaching in teacher education. International
  • Journal of Instruction, 3 (1), 77-100. Kozleski,E. A., Artiles, A., Fletcher, T., & Engelbrecht, P. (2007). Understanding the dialectics of the local and the global in education for all: A comparative study.
  • International Journal of Educational Policy, Research and Practice, 8 (1), 19-34. Lambe, J. (2007). Northern Ireland student teachers’ changing attitudes towards inclusive education during initial teacher training. International Journal of Special Education, 22 (1), 59-71.
  • Lancaster, J., & Bain, A. (2010). The design of pre-service inclusive education courses and their effects on self-efficacy: a comparative study. Asia-Pacific Journal of Teacher Education, 38 (2), 117-128.
  • Li, D., Oneonta, S., & Ji, H. (2010). Teaching students with disabilities in regular education classes: Perceptions of pre-service teachers from China and United States.
  • Educational Research and Development, 13 (1), 62-69. Malak, M. S., & Khanam, D. (2011). Challenges to regular schooling of female students with disabilities in Bangladesh: A case study. Journal of Advanced Social Research, 1 (2), 147-156.
  • Malak, M. S., & Khanam, D. (2010). The role of teachers’ professional development in promoting a learner-friendly inclusive environment in the regular primary school.
  • Teacher’s World:Journal of Education and Research, 35/36, 79-89. Malak, M. S., Ahsan, M. T., & Jahanara, Q. A. (2005). Identification of the provision of hearing impaired children in Bangladesh and their practices in reality. The Dhaka
  • University Studies, 62 (1), 165-174. Mahbub, T. (2008). Inclusive education at a BRAC school-perspectives from the children. British Journal of Special Education, 35 (1), 34- 41.
  • Ministry of Law, Justice & Parliamentary Affairs. (2000). The constitution of the People’s Republic of Bangladesh. Dhaka, Bangladesh: BG Press.
  • MoPME. (2010). School Managing Committee. Retrieved 10 December, 2011 from http://www.mopme.gov.bd/index.php?option=com_content&task=view&id=486&It emid=521
  • MOE. (2010). Bangladesh national education policy 2010. (Publication No. SK/SHA: 4/cell: 2/2004/121). Dhaka, Bangladesh: Government Printing Office.
  • Novak, J., Murray, M., Scheuermann, A., & Curran, E. (2009). Enhancing the preparation of Special educators through service learning: Evidence from two pre- service courses. International Journal of Special Education, 24 (1), 32-44.
  • OECD. (2005). Education and Training Policy: Teachers Matter - attracting, developing and retaining effective teachers. Retrieved 25 November, 2011 from http://www.oecd.org/dataoecd/39/47/34990905.pdf.
  • Pearce, M. (2009). The inclusive secondary school teacher in Australia. International
  • Journal of Whole Schooling, 5 (2), 1-15. Rakab, S., & Kaczmarek, L. (2010). Teachers’ attitudes towards inclusion in Turkey.
  • European Journal of Special Needs Education, 25 (1), 59-75. Rice, C. J. (2009). Attitudes of undergraduate students toward people with intellectual disabilities: Considerations for future policy makers. College Students’ Journal, 43 (1), 207-2
  • Rose, R., Kaikkonen, L., & Koiv, K. (2007). Estonian vocational teachers’ attitudes towards inclusive education for students with special educational needs. International
  • Journal of Special Education, 22 (3), 97-108. Ross-Hill, R. (2009). Teacher attitude towards inclusion practices and special needs students. Journal of Research in Special Educational Needs, 9 (3), 188-198.
  • Ryan, T. G. (2009). Inclusive attitudes: a pre-service analysis. Journal of Special
  • Educational Needs, 9 (3), 180-187. Savolainen, H., Engelbrecht, P., Nel, M., & Marlinen, O. (2012). Understanding teachers’ attitudes and self-efficacy in inclusive education: implications for pre-service and in-service teacher education. European Journal of Special Needs Education, 27 (1), 51
  • Sindelar, P. T., Brownell, M. T., & Billingsley, B. (2010). Special education teacher education research: Current status and future directions. Teacher Education and Special Education, 33 (1), 8-24.
  • Susan, S. (2009). A Literature review: Pre-service teachers’ attitudes toward students with disabilities. Education, 130 (1), 53-62.
  • Thomazet, S. (2009). From integration to inclusive education: does changing the terms improve practice? International Journal of Inclusive Education, 13 (6), 553-563.
  • Tina, S. (2006). The role of student characteristics in studying micro teaching-learning environments. Learning Environments Research, 9 (3), 253-271.
  • UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Spain: Author.
  • Westwood, P., & Graham, L. (2003). Inclusion of students with special needs: Benefits and obstacles perceived by teachers in New South Wales and South Australia.
  • Australian Journal of Learning Disabilities, 8 (1), 3-15.
Toplam 62 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Md. Saiful Malak Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2012
Yayımlandığı Sayı Yıl 2013 Cilt: 6 Sayı: 1

Kaynak Göster

APA Malak, M. S. (2012). Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms. International Journal of Instruction, 6(1).
AMA Malak MS. Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms. International Journal of Instruction. Aralık 2012;6(1).
Chicago Malak, Md. Saiful. “Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students With Special Educational Needs in Regular Classrooms”. International Journal of Instruction 6, sy. 1 (Aralık 2012).
EndNote Malak MS (01 Aralık 2012) Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms. International Journal of Instruction 6 1
IEEE M. S. Malak, “Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms”, International Journal of Instruction, c. 6, sy. 1, 2012.
ISNAD Malak, Md. Saiful. “Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students With Special Educational Needs in Regular Classrooms”. International Journal of Instruction 6/1 (Aralık 2012).
JAMA Malak MS. Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms. International Journal of Instruction. 2012;6.
MLA Malak, Md. Saiful. “Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students With Special Educational Needs in Regular Classrooms”. International Journal of Instruction, c. 6, sy. 1, 2012.
Vancouver Malak MS. Inclusive Education Reform in Bangladesh: Pre-Service Teachers’ Responses to Include Students with Special Educational Needs in Regular Classrooms. International Journal of Instruction. 2012;6(1).