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All Journal International Journal of Evaluation and Research in Education (IJERE) International Journal for Educational and Vocational Studies
Popy, Fatema Begum
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Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Exploring Inclusion in Secondary Schools: A Study on Dhaka City Chaitee, Nazmun Nahar; Mallick, Biplob; Arefin, Md. Shamsul; Popy, Fatema Begum
International Journal for Educational and Vocational Studies Vol 2, No 12 (2020): December 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i12.3008

Abstract

This paper presents findings of a mixed methods research which is mainly exploratory research by nature. The primary data have been collected from 180 students and 60 teachers by questionnaires, classroom observation and FGD. To analysis the data a descriptive triangulation approach is used. The Major purpose of this study is to present the practice of inclusive education on inclusive schooling in Dhaka city and other vulnerability discourses that elevated utmost challenges for survival of students with Disabilities (PWDs), disadvantage, gender discrimination during study time. The study findings explore multiple factors poses a threat to inclusion, as Bangladesh is considered one of the most growing concern countries in the world about inclusion. The study reveals that there is gender equity and empty gender discrimination in Dhaka city but still there is unpleasant proportion between student and teacher ratio. Although the lack of enough facilities, schools are welcoming different categories of students in their classroom while teachers are not always prepared to support students for ensuring quality education together with special need child. Though the different initiatives have been taken to train the teachers, which is a must for achieving goals but there is a lack of trained teachers in school to nurture the special need children whereas unified curriculum has been used with ICT teaching-learning materials. Making creative question is one of the most highly encouraging reforms in our country and whenever students take it positively but teachers either have a little idea or dislike the process. In this circumstances it is expected that the findings would influence policies for ensuring inclusive intervention of preparedness and rehabilitation. 
Exploring Inclusion in Secondary Schools: A Study on Dhaka City Chaitee, Nazmun Nahar; Mallick, Biplob; Arefin, Md. Shamsul; Popy, Fatema Begum
International Journal for Educational and Vocational Studies Vol. 2 No. 12 (2020): December 2020
Publisher : Universitas Malikussaleh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29103/ijevs.v2i12.3008

Abstract

This paper presents findings of a mixed methods research which is mainly exploratory research by nature. The primary data have been collected from 180 students and 60 teachers by questionnaires, classroom observation and FGD. To analysis the data a descriptive triangulation approach is used. The Major purpose of this study is to present the practice of inclusive education on inclusive schooling in Dhaka city and other vulnerability discourses that elevated utmost challenges for survival of students with Disabilities (PWDs), disadvantage, gender discrimination during study time. The study findings explore multiple factors poses a threat to inclusion, as Bangladesh is considered one of the most growing concern countries in the world about inclusion. The study reveals that there is gender equity and empty gender discrimination in Dhaka city but still there is unpleasant proportion between student and teacher ratio. Although the lack of enough facilities, schools are welcoming different categories of students in their classroom while teachers are not always prepared to support students for ensuring quality education together with special need child. Though the different initiatives have been taken to train the teachers, which is a must for achieving goals but there is a lack of trained teachers in school to nurture the special need children whereas unified curriculum has been used with ICT teaching-learning materials. Making creative question is one of the most highly encouraging reforms in our country and whenever students take it positively but teachers either have a little idea or dislike the process. In this circumstances it is expected that the findings would influence policies for ensuring inclusive intervention of preparedness and rehabilitation. 
Parental awareness in early education fostering child development Joy, Kanak Shrma; Ferdous, Tamanna; Popy, Fatema Begum; Shafiq, Md. Shahriar
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 6: December 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i6.33294

Abstract

This study analyzes early childhood education (ECE) parental knowledge and active participation across Bangladesh particularly looking at their effects on child intellectual and social and emotional progress. It conducted detailed interviews using a qualitative methodology to understand the opinions of 30 parents who had children between 4 and 6 years old within various socio-economic environments and geographic locations. The analysis showed that higher ECE awareness among parents led to better childhood development support but parent choices were mainly determined by their social background and educational level as well as their evaluation of institutional quality. Education awareness levels among urban families surpass rural families and most disadvantaged parents show little knowledge about pre-primary education. Parents chose ECE institutions based on child-focused settings and qualified educators as well as play-based learning methods. Research evidence shows the critical role which parents play in children’s early education success which requires specific interventions for broadening knowledge and accessibility. The recommendations endorse community-based pre-primary programs while improving educational training for teachers and expanding quality pre-primary education services for families without sufficient resources. The findings serve as a basis to create inclusive policies that will strengthen parental involvement in ECE so Bangladesh can achieve development equality for children.
Co-Authors Arefin, Md. Shamsul Chaitee, Nazmun Nahar Ferdous, Tamanna Joy, Kanak Shrma Mallick, Biplob Shafiq, Md. Shahriar