THIS is disappointing that the education system still cannot ensure rights of children with disabilities. Teachers, students and parents have for long talked about the lack of infrastructural support and other resources needed for the education of children with disabilities. In early March, teachers of such non-government schools took to the streets, demanding an early recognition and monthly pay scheme, disability-friendly infrastructure in such schools, minimum education allocation of Tk聽3,000 for each student, mid-day meals for such students, learning materials and sports items and therapy centres. After the enactment of the Integrated Special Education Policy on Disabilities, the government has called non-government schools to apply for registration and 2,697 schools applied, but social welfare ministry officials have so far assessed only 300 schools, leaving teachers in economic uncertainty and students with uncertain economic future. The demands echo concerns of many parents with differently-abled children. The government should expedite the evaluation process for the schools and make early registration decision so that the education system becomes more inclusive.
In 2007, Bangladesh ratified the UN Convention on the Rights of Persons with Disabilities that obliges the government to incorporate affirmative action in disability policies so that equal participation and opportunity can be ensured through some positive interventions. In what follows, the Protection of the Rights of the Persons with Disabilities Act was passed in 2013. However, policy-level prioritisation has not been translated into action. As the educational institutions do not have infrastructure and trained teachers to attend to special needs of students, parents are burdened with the care work. In 2024, of 5,24,288 children with disabilities, only 25,564 were admitted to pre-primary classes in government primary schools. There are only 11 government schools for children with autism, seven for children with speech and hearing disabilities, five schools for visually impaired children and one centre for mentally challenged children. Not only are physically challenged citizens denied proper access to education, they all face hurdles to access other public services such as health care, public parks, bus and train terminals, banking services or housing. There is a general lack of understanding and awareness of the special care and need of the physically challenged citizens, leading to a routine violation of their basic rights, including the right to education.
The government should, therefore, ensure that children with disabilities are not denied the basic access to education. As a first step towards building an inclusive education system, it should expedite the process of recognising the non-government schools for special children and arrange for other resources so that special educational needs are fulfilled.
