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Author Name: Biplob Mallick and Fatema Begum
Research Area: Education
Volume: 11
Issue: 01
Page No: 26–30
Emailed: 1
Total Downloads: 209
Country: Bangladesh
PDF View: Details


It is undeniably true that each and every educational institution wants to offer ‘quality education’ whereas the students with special needs (SN) are often misunderstood and left behind from education in Bangladesh, like other developing countries. Focusing on this point, this study intends to investigate the learning challenges, specifically for students with SN at the tertiary level. The area and sample of the study were purposefully selected during the period of October 2020 to July 2021. In-depth data has been collected from eight teachers and sixteen students from four public universities in Bangladesh as part of this qualitative study. Primary data was elicited from SN students and their teachers through interviews and observation. The findings reveal that the SN students face learning challenges in university despite the positive attitudes of teachers and students. The lack of learning material, an unplanned curriculum, untrained teachers, acceptance and accessibility problems, and transportation problems are the most common challenges that create barriers to quality education for SN students. The findings may initiate policy discussion about what and how to respond to the call for quality education under SDG 4 at the tertiary level of education. It also helps UGC and GoB establish an inclusion policy in tertiary education to keep their commitment to the UNCRPD and ensure the implementation of the Persons with Disabilities Rights and Protection Act.