Highlighting that over 100,000 children with disabilities were enrolled in primary schools in 2024, the authors emphasize that physical presence alone does not guarantee learning. They argue that Bangladesh must move from policy promises to classroom practice through subject-specific curriculum adaptation, Universal Design for Learning (UDL), and Individualised Education Plans (IEPs).
Highlighting that over 100,000 children with disabilities were enrolled in primary schools in 2024, the authors emphasize that physical presence alone does not guarantee learning. They argue that Bangladesh must move from policy promises to classroom practice through subject-specific curriculum adaptation, Universal Design for Learning (UDL), and Individualised Education Plans (IEPs).
