TWO-THIRDS of children with neurodevelopmental disabilities having no access to education points to the neglect and systemic barriers that the children continue to face. A survey report, made public on July 29, also finds that four-fifths of adults with neurodevelopmental disabilities remain excluded from employment opportunities. The study, conducted in July 2023鈥揓uly 2025, interviewed 414 children and adults with neurodevelopmental conditions. It shows that specialised facilities in education, health care and employment for people with such conditions are severely missing. The study also highlights that women with disabilities experience more adversity compared with men. Most of the respondents who had access to education could only reach the primary level, and only 8.71 per cent reported the availability of special education plans in schools. Furthermore, 5.23 per cent reported having access to therapeutic rehabilitation support within educational institutions. The respondents, mostly from rural areas, also said that they had never used assistive devices such as spectacles, hearing aids, walking sticks or wheelchairs. Their access to health care was limited to what the government offers, which seldom caters to their needs.
Although the survey reflects the experience of a relatively small number of people with neurodevelopmental disabilities, the findings are indicative of the deep-rooted and widespread disparities. According to the National Survey on Persons with Disabilities 2021, there are about 4.5 million people with disabilities and a majority of them remain excluded from educational opportunities, even at the primary level. Bangladesh is close to achieving full primary school enrolment, with a rate of 97 per cent. However, among children with disabilities of primary school-going age, only about 41 per cent are enrolled in schools. The enrolment rate further declines to 24 per cent for the secondary school-going age group. Despite government directives mandating mainstream schools to enrol children with special needs, students with disabilities often struggle to secure admission. Even when admitted, they face significant challenges as most mainstream schools lack inclusive infrastructure and adequate support systems. In addition to these barriers, people with disabilities continue to face difficulties in accessing health care and employment. Health services in most public facilities are ill-equipped to cater to the needs of people with disabilities and employment opportunities for them remain disproportionately low.
The authorities should, therefore, take effective, coordinated action to ensure equitable access to education for students with disabilities and to health care and employment for all people with disabilities. This entails transforming the education, healthcare and training infrastructure to make it disability-friendly and inclusive.
