Supporting Children with SEBD

Chapter 1: Introduction

Introduction of the Chapter

This paper will discuss about the nature, the incidence and the prevalence of children experience SEBD and how the inclusive setting is supporting them.

Children experience SEBD might have both internalizing (anxiety, depression, mood disorder) and externalise affects (tantrum, aggressiveness, hyper activeness). They might face difficulties in developing and maintaining relationships, which can affect their social development such as relationships with peers, educators, and adults. They can face academic difficulties as well (Janzen, 2014).

The children experience SEBD can be identified as early as age four to five. This is highlighted because many children start to develop emotional and behavioural difficulties at that time. It shall be noted that not all children experience SEBD have same difficulties of the same degree at the same age, but it might have a long-term impact on their lives. Therefore, early intervention is important for better improvement (Janzen, 2014; Stephens et al, 2006g).

However, it is not clear which factors contribute to the increase the numbers of the children experiencing SEBD.

Although the number of children experiences SEBD has increased and the cause behind it is yet unknown (Elam, 2016). According to Janzen (2014), these may include environmental factors such as socioeconomic background, poverty, issueatic parent-child relationship, minority status, lack of economic and cognitive resources. proble

With time, this difficulty can be minimised or aggravate with many factors. For example, children-parents’ relationship, instability of school settings, ineffective teaching method, unsupported school environment and teachers-students relationship can have a significant effect on the progression of this difficulty as well as can further aggravate. Sometimes obstructions can come in multiple areas of their lives (Sani, 2015; Ary, 2017).

However, with regards to children experience SEBD in inclusive settings, with a variety of issues advocated in the literature raise the questions towards the school approach, teacher’s knowledge and attitudes while supporting children experience SEBD.

Whilst the main goal of full inclusion is to represent better educational model along special services if required and reduce stigma, isolation on both social and emotional area (Ary,2017), but the actual definition of the inclusive education is not globally agreed upon yet (Taylor and Rachel,2015), whether this policy can properly guide to all the children in mainstream settings or not based on their individual need.

Many people argue that it is difficult to place all children in the mainstream settings, no matter what their needs are. Indeed, most of them insist that the policy of inclusion is wrong, misguided, and sometimes immoral as well (Taylor & Rachel, 2014, pg.170; pg.8).

The question can be raised, “Exactly which factors can affect their academic as well as social development to remain in the mainstream settings?” Thus, this can be augmented and strengthened by reflecting the quality research findings of which key factors appear to be barrier or effective.

Background of the Study

Since the mid-1990, the idea of inclusion for children with disabilities focused on government policies in general educational settings by the support of United Nations Scientific Cultural Organisation (UNESCO) and Salamanca statement (Harrison, Soares and Joyce, 2018). In 2000, the World Education Forum (Dakar, Senegal) also makes a goal to achieve the Education for All (EFA) (Srivastava et al., 2015). Those steps emphasised that an action shall be taken on the education of children with SEN to promote their civil rights in inclusive settings. This, in turn, has helped in the formation of more policies and programs (Dfes, 2001) for all children with disabilities (Taylor, 2015). Since then, many nations have interpreted the legislation from UNESCO, for example, USA, UK, Canada, Australia (Sani, 2015). The inclusion of pupil’s experience SEBD is supported by the Salamanca statement and regarded as Special Education Needs. Bangladesh also has signed the Salamanca statement and builds a framework for action on special needs in an education system. In addition, the government is paying special attention to this issue by working on it through legal means and few steps are taken in this regard such as the convention on the right of the child (United Nations human rights, 1989), the Dakar framework (UNESCO. 2000) and the E-9 Ministerial review meeting (2000 and other Primary Development Educational Plan (PEDP II) and Primary Development Educational Plan III (PEDP III) (Ahsan and Mullick, 2013; Sani, 2015). The main goal of these necessary steps is to give necessary support to the families who are socio-economically poor or who have children with disability or special learning needs and to give equal right of education in inclusive settings to all the children with special needs by providing proper support in order to facilitate their effective education and meet their individual needs. Moreover, for children with SEN, who are identified as more challenging, they are given the chance to attend in special settings, which are observed by the Ministry of social welfare of Bangladesh (Sani, 2015; Ahsan & Mullick, 2013). However, there is still an intense global debate between western and developing countries when implementing inclusive education. In most western countries, an inclusive practice was begun by including children with SEN in regular settings but there is no longer only associated including these students in the mainstream settings as others external factors considered effectively. The policy has been improved towards teacher training and encourages parental engagement in order to make school more supportive regarding the students with special needs (Srivastava et al., 2013). It seems, the scenario is not as same as many developing or socio-economic countries. For example, almost 57 million children with SEN are not attending the regular school in developing countries. Thus, the real battle here is to include the children in the mainstream setting where there is a lack of mass education, low literacy rate and broadly exclusionary pressure on educating these particular groups of children (Srivastava et al., 2013) It is said that although efforts have been established on policy and practice to ease the gap in developing countries by international organisations. However, whether this is successful or not, it is still unrevealed due to limited research on developing countries (Srivastava et al, 2013). Consequently, authors (Ahmed & Mullick,2013) stated that in many developing countries educational policies are designed without contextual and empirical evidence by government and policy makers. Furthermore, previous research also reported that there is a mismatch found between individual education plan (IE) policies and practice level in many developing countries such as Bangladesh due to continuous discrimination towards children with SEN, exclusion and early withdrawn of socio economically disadvantaged children (Ahmmed & Mullick, 2013).

This leads to a serious gap in our knowledge about the inclusive settings and its effect on children with SEN questioning “how this inclusion is working in the developing countries like Bangladesh where the history of inclusive practice not more than a decade old”. One particular group of people has stated that the integration of students identified as SEBD in general education settings can be one of the biggest challenges (Shapiro et al., 1999; Smeets, 2009). Consequently, many authors argued that, the potential ability and knowledge of parents, teachers, and other school staff can elicit the positive outcome on the social-emotional development of these children. This implies that it is the duty of parents as well as educators to find out the real cause of children experience SEBD and support them for better outcome (Janzan, 2014; Elam, 2016). From prevalence studies, it is estimated that the number of children experiences SEBD has been significantly recognised worldwide. According to Rabbani & Hossain (1999) from the report of Bangladesh Bureau of statistics, approximately 3 to 30% of children are identifying as SEBD in the different part of the world. It is evident, still, study and data of children experience SEBD are missing in different countries, even in Bangladesh. Thus, in the context of Bangladesh, it was not possible to get any accurate data for children experience SEBD. Moreover, in Bangladesh, many children with SEN do not even go to school for various reasons and sometimes they drop out from school due to which it is highly impossible to get appropriate data of children experience SEBD (Rabbani & Hossain, 1999). However, it is advocated from previous research that teachers proper support and with the healthy school environment, inclusive education can provide a child with SEN more opportunities to interact with neurotypical peers so that they can improve social communication and at the same time, it also helps the neurotypical peers to learn how to accept diversity. Such activities can also prevent isolation and stigmatisation. It develops the sense of belonging in children with SEN which can reduce their further social isolation and behaviour issues (Sani, 2015; Cassady, 2011). After above discussion, I argue that unless there are some valid reasons for impeding the children experience SEBD from mainstream settings, these children should be included in inclusive settings as an equally valued member to get inclusive experience for better mental wellbeing.

The rationale of the Study

No matter what advantages are in inclusive settings, challenges also exist towards the children experience SEBD. On this aspect, it is important to explore the issues surrounding children experience SEBD in the mainstream educational setting.

Research Question

The research will be carried out by following questions:

“What are the key factors according to Bangladeshi parents of children experiencing SEBD which is affecting their child social-academic development in the mainstream settings?”

Research Aim and Objectives

The aim of the study is to consider the Bangladeshi parent’s voice of children experiencing SEBD who are studying in mainstream settings, since it is evident that perceptions of parents of children with SEN can be determined the success of inclusion (Narumanchi & Bhargava, 2011). Moreover, some parents are of the view that that inclusive settings are helpful for their children with SEN instead of exclusive settings where SEN children are usually isolated from their neurotypical peers. Contrary to this, other parents believe that in inclusive settings, the children with SEN might feel more isolated due to their difference from other peers or a lack of intense small group interventions, which help them, catch up in the classroom activities. Author argued that this attitude of parents might cause issues for their children and they may lack behind (Ary, 2017). I argue that these fears cannot be ignored and are indeed reasonable. Therefore, it is important to know what the parents think inclusion must be made in order to help their children.

Based on that, the objectives of research will be:

To evaluate parents perceptions/ experience regarding inclusion;

To explore benefit and strength in inclusion;

To find out challenges which affect children’s emotional - behaviour development in inclusive settings.

Significance of The Study

This research is important in order to provide a deeper understanding about the context of inclusive settings, which can prepare school an effective factor in developing the personality of students experience SEBD in a positive way.

Personal

This section will discuss my own positionality and the reason for choosing this topic. My own child was identified with SEBD and my experience from Bangladesh education system led me to undertake this examination. Thus, this study will give me the opportunity to have an in-depth knowledge and awareness of the key factors in the inclusive education in Bangladesh.

Summary of the Chapter

It is not apparent yet that the children are facing challenges in the inclusive settings only due to their own lack of social-emotional development, it could be the external social and environmental factors and the interaction and experience within the environment children are dealing which can affect their growth and development. Next section will discuss some key issues from previous research regarding this manner.

CHAPTER II: LITERATURE REVIEW

Introduction of the Chapter

A literature review is important for a researcher to understand deeply of their questions and opinions. It also provides an opportunity to reflect on different perspectives of the said issues (Sukumaran & Shalini, 2015). Therefore, in this research, literature review has been done extensively with full attention to achieving results of high standards. The focus was on inclusive settings of education for children experience SEBD in Bangladesh from parents’ perspectives.

Aim and Rationale of the review

Supporting children who are identified as social-emotional behaviour difficulties (SEBD) or emotional - behavioural difficulty (EBD) within mainstream settings raises important issues towards inclusive setting. Many questions have been raised towards the effectiveness of teacher’s role, school approach as well as particularly for whom and in which circumstance and how it will be effective. This study will inform about the key issues in mainstream settings within primary schools by reviewing the research in a systematic way to assess the effective area, which can support the children experiencing SEBD for the better outcome.

a) Gaining access to the materials

Before the literature review is discussed, it is important to explain how the available knowledge and the related task have been approached. All articles were collected through Nottingham’s university’s online library and Google Scholar. Most of these articles were published after 2000, but few of them were a bit older too because there is less research being done on children experience SEBD and because they provided useful perspectives. The focus was mainly to highlight the issues in mainstream settings that children experiencing SEBD may face and what support they get in inclusive settings. During the research, almost 70 articles were found related to inclusive settings for special education needs. However, after narrowing the search to SEBD and inclusive settings in Bangladesh, only 25 articles were found to be useful for this study. This shows limited research on children with SEBD in inclusive settings in Bangladesh. This research is focused mainly to find the academic articles related to Bangladesh as well as international context. Following the selection of the articles, the thematic review had chosen (Creswell, 2005). Researcher designed the literature map (Creswell,2005) and also maintained a research diary (Hart,1998) to organise the selected materials which are associated with topics. All the ethical guidelines necessary for the academic integrity and plagiarism rules provided by the British Educational Research Association are maintained in this research.

b) ​Defining social-emotional behaviour difficulty:

SEBD, EBD, BESD or behaviour difficulties were addressed to by various research studies. In fact, a few of the papers caught by this short survey made a broad remark on the various ramifications for examining, practice and approach emerging from the variety in the utilisation of phrasing (Armstrong, 2013) The term EBD or SEBD can be considered a range of difficulties and can be defined as: “Emotional and behaviour difficulties range from social maladaptation to abnormal emotional stresses. They are persistent (if not necessarily permanent) and constitute learning difficulties. They may be multiple and may manifest themselves in many different forms and severities. They may become apparent through withdrawn, passive, aggressive or self-injuries tendencies” (Evans et al, 2003, pp.10). Although few studies have mentioned “SEBD” as mental health issue but there are others key factors for considering children’s mental wellbeing as well (Shucksmith et al, 2005). However, Author Evans et al (2003) stated, the government has acknowledged some overlap between the children experiencing SEBD and the children who have a deep-seated mental health issue. The code of practice in order to identify and assess the children with SEN suggested that the children experiencing SEBD might have the following difficulties.

The behaviour might not age appropriate or socially strange or inappropriate.

Behaviour which can affect or interfere the children learning, or it can affect the other peers in the classroom (e.g. withdrawn or refused from class work, persistent aggravation of peers)

A symptom of emotional instability (social withdrawn, unusual tearfulness)

Difficulty in maintaining and form a relationship (e.g. isolation from peers or other adults, aggressiveness to peers or adults)

Giving a definition of the children experience SEBD are challenged. Regarding this point Evans et al (2003) argued from some educationalists point of view that behaviour issue might occur from the clash of the values and school approach as well as the value that child adapts from their homes or community. There are different views of explaining the emotional and behavioural difficulties among the children where there is context-based approach which indicates that the behaviour of the children depends on the situation. Similar views found in another research on India (Narumanchi & Bhargava; 2011) that learning difficulty among the children with SEN not always happen due to difficulty within them, sometimes it can occur due to the whole school system. Thus, it can be argued, the role of school and school staff can have a significant impact on children experience SEBD. For schools, it is necessary to understand social-emotional difficulty in children and how to respond to that difficulty. Therefore, there is a need to be aware of the multiple links between the societal, school environment and family and how this each part can play an essential role in order to create and ameliorate children’s social, emotional, and behavioural difficulty. In addition, an approach that is tailored to a child’s own need and specifications which will also help in the development of a more healthy instructional environment for those who experience SEBD or are at the risk (Smeets, 2009). this review acknowledged that it is important to discuss about the children who are facing the challenges and who are experiencing EBD or SEBD. as per my review, it can be stated that, the behaviour of the people is influenced by the context-based approach where there is in depth meaning of behavioural issues and emotional difficulties. both the behavioural issues and emotional difficulties depends on the situation and in this regard the program arranged by the school has crucial impacts on the mindset of the children who are experiencing from SEBD.

c) The parent's view and expectations regarding the inclusive system for children with SEN:

Since this research is based on voice of parents of children experience SEBD, so it was important to explore parents view from previous research. Almost 90 % of parents have faith that inclusive settings are way better for their children with SEN as compared to special schools. Parents are of the view that children in inclusive setting have more opportunities to get involved in activities like arts, music, and sport along with neurotypical peers. Consequently, these parents also suggested that children with SEN should be given academic instruction in a separate session based on their individual needs (Narumanchi & Bhargava, 2011).

Majority parents of children with SEN showed concern regarding the individual education plan (IEP) as well as an inclusive support system for their children with SEN. Parents doubt the credibility of the process and they believe that the process is not sufficient to fully help their children. Parents have also stressed on the proper training of the teachers to handle SEN children in inclusive settings. They suggested that teachers with prior experience can deal with the challenging behaviour of the children in a better way. Overall support by the school authorities and stakeholder and proper resources in inclusive settings must be given (Ary, 2017). Furthermore, parents of neurotypical children reported that their neurotypical children were improving self-worth by helping the children with SEN but at the same times other parents of neurotypical children concerned that the regular teachers are not skilled enough to help these students with SEN, as a result, these children sometimes emulate the inappropriate behaviour and demands more attention from educators, this can affect their own neurotypical children’s growth and education (Narumanchi & Bhargava, 2011). Moreover, many parents mentioned that teacher should not only monitor about how to pass the standardised test, teachers in inclusive settings should keep a focus on development of life skills, interactive communication skills and socialization for improvement in the future for the children with SEN. A study has shown that there are many children with SEN in inclusive settings that show good academic results but due to social-emotional difficulty may struggle to interact socially with the peers and teachers. This might give a setback to their personality development (Ary, 2017) This must be noted that only school alone cannot bring about the change unless parents of children experience come into the action in mainstream settings. The way a child is being raised and the environment they are getting in their home is very crucial (Janzen, 2016). Therefore, urges in the development of vigilant communication between parents and teachers is important to improve children’s social -emotional development (Hastings, 2002). But many parents complained that sometimes they often face lack of respect and lack of understanding by the teachers and educators are not communicating with them on regular basis (Ary, 2017). On contrary to this, many researches have demonstrated that many teachers claimed that sometimes parents of SEN children make a demand which is unjustified (Ary, 2017). Sometimes, they don’t understand what teachers are saying and also, they don’t follow the strategy which is given by teachers (Janzen, 2014). It could be their lack of knowledge or proper understanding about special education. On this aspect, author (Ary,2017) argued that though parents’ involvement in school activities are a crucial part but many parents need to be equally capable to understand the children’s difficulties and inclusive education to avoid any misunderstanding or potential demands that could arise from unrealistic expectations.

d) Including children experiencing SEBD in mainstream settings

After going through previous study (Smeets, 2009) regarding children experience SEBD, it can be said that schools can play a major role to improve social and behavioural difficulties in children experience SEBD. In the first place, a healthy and friendly school environment as stated in a journal can encourage the child to learn to interact more and get along with their fellows (Silas,2018). The feeling of withdrawal and isolation can be abated from their minds, gradually (Shaw, 2017). In addition, a child experiencing SEBD can learn from the positive attitude of both his teachers and parents. It is important for parents and teachers to hold positive feelings towards such a child. These will not only help the children experience SEBD in developing self-esteem and confidence, but it can also be helpful in reducing the challenging behaviour by the children experience SEBD (Marks Woolfson, 2013). Consequently, neurotypical peers will develop to learn how to accept and respect the children from a diverse background. In addition, the children with SEN will be directed to different types of educational instructions, such as direct instruction, incidental teaching, joint action routine, social training, visual schedule structure teaching, and individual education plan, which will help in rectifying their personality (Sani, 2015; Cassady,2011). However, it can be proclaimed from various research that there are occasions where the inclusion of children might be jeopardised. Inclusion is based on multifactorial process and it is linked with the child’s success, teacher, and school-related variables. Hence, the successful and effective inclusion depends on the school environment and teachers’ views, attitude, experience and knowledge and sometimes children themselves (Saleem and Mahmood, 2013; Solomonidou & Chrysanthi, 2014).

e) Challenges and obstacles to inclusion

Since, it is not very easy to understand the individual’s parameter, which can influence the inclusive education of children experience SEBD, who are considered as the vulnerable students to school failure and socially excluded. Therefore, it is important to explore the key possible challenges, which can help to overcome these obstacles.

Teacher-related variables:

Relating to teacher’s background and prior experience in inclusive practice, it can be said that an educator’s prior experience can prove to be helpful for not only the children who experience SEBD but also other special needs students. On this regard, Bond (2017) reported that Sometimes the children experience SEBD might challenge their teachers at an emotional level by their inappropriate communication, through verbal and in some cases through physically being aggressive and hyper or sometimes more demanding for extra attention. To deal with such behaviour, teachers often need to have a wide range of skills with a wealth of experience. In his study, all the participants admitted that through their unique experience and teaching practices, they gained more coping strategy in the classroom and felt more confident and less anxious while educating children experience SEBD. Supporting this idea, Ahsan et. al. (2012) argued that, educators’ greater knowledge with prior experience in inclusive practice favours positive attitudes towards students experience SEN and it can lead to the success of the students and helps in decreasing teacher’s burnout. It is evident that without proper training with prior experience, this barrier cannot be overcome. Therefore, author in the study stressed on the practicum program during pre-service teacher training which is lacking in Bangladesh. It should be provided to the teachers so that teachers can get a real classroom environment for the purpose of gaining experience (Ahmmed & Mullick, 2013). Apart from practical experience, Ahmmed & Mullick (2013) argued that in order to make inclusive settings more favourable for children with SEN, teachers need to gain more knowledge about individual needs of SEN children and they need to be prepared for inclusive education in order to build their self-efficacy so that they can feel more confident and positive about diverse needs in the mainstream settings. Author said that while teaching children with SEN, self-efficacy is very important because it is associated with teacher’s self-belief to execute their own appropriate skills to achieve the desired result. Moreover, it can help teachers to be patient in challenging situations and be confident to motivate students for academic and social success (Ahsan et al, 2012). The importance of training and the connection with self-efficacy for children experience SEBD is also mentioned by Bond (2017). It is also stated that many teachers sometimes seem to be stressful and anxious while teaching children experiencing SEBD, since the students experiencing SEBD might need more structured classroom, more clear and explicit instruction, more positive emotional support from teachers, as compared to other neurotypical children. Moreover, it has found that proper techniques and intervention strategy might help educators to understand the theory behind the issues occurring in the classroom in order to cope with daily issues in a better way, also choosing the technique to overcome those difficulties coming from children experience SEBD and thus can build high self-efficacy and lower stress levels (Bond, 2017; Avramidis & Norwich, 2002; Clifford, 2011).

However, in order to bring positive progress to children experience SEBD, teachers need to have the knowledge of the strategies to deal with both externalizing (aggressive, defiant, and disruptive) and internalizing (anxiety and depression) difficulties of children experience SEBD (Janzen, 2014, Reicher, 2010; Shapiro et al, 1999). It has found that these children will be beneficial if they learn more appropriate behaviour, self-management, and social skills along with academic skills (Evans et al, 2013; Clifford, 2011). But Many teachers sometimes focus on only academic uplift of the SEBD students. They do not pay attention to the betterment of their behaviour and self-management (Smeets, 2009) In addition, sometimes if the teachers are not properly trained or unable to deal with the challenges, which are associated with these difficulties, they might develop negative attitude towards the children experience SEBD, on getting such negative vibes from teachers, children experience SEBD can feel rejected and are unable to focus on work and at times become more aggressive (Elam, 2016; Evans et al., 2013). It has revealed that in many countries, children experience SEBD are often excluded from mainstream settings and are kept in special settings for a period of time because educators find these types of students are more challenging and harder to manage. Many educators think that children experience SEBD will not be motivated to work and cannot take initiative to engage socially (Smeets, 2009). This indicates that it is very important for educators to understand SEBD and its related features. It is not only significant for children experiencing SEBD, but it can also be helpful for other students in the classroom. Only after knowing and understanding the condition carefully, teachers can create friendly teacher-student relationship, healthy classroom and can help student experience SEBD to improve socially, emotionally and academically (Smeets, 2009; Emam & Kazem, 2015; Armstrong, 2013). Moreover, properly trained teachers will know how to pacify the restless students. For example, students who are prone to restlessness and might move around in the classroom. Such students need encouragement to participate in class activities. Similarly, well-trained teachers can make the non-verbal communication strategies such as maintaining eye contact to encourage the child to return to work, making work pairs of talkative students with introvert ones as well as sitting arrangement for children with SEN. When challenging behaviour occurs, an effort by teachers who are skilled can minimise its effects by keeping attention on the content of the lesson and thus promote students with special needs to be motivated in their task (Cooper & Cafei, 2013). Furthermore, research demonstrated that children with SEN found to be progressed as same manners compare to other peers on academic area when they were taught high quality intensive instruction by professionally developed teachers (Ary, 2017) It is an undeniable fact that many schools in Bangladesh had not been enough supportive in providing students with special education and fulfilling their needs. While, if we look at the history of other developed countries (UK, USA, Canada, Australia) then an opposite situation has been observed in Bangladesh. It can be said that, Bangladesh still needs a lot of improvement in this regard (Sani, 2015).

Malak (2013) demonstrated that 10% of people in Bangladesh have some sort of special needs including children experience SEBD and only 11% of children with special needs are getting education and the dropout rate of children with SEN is very high. Thus, most children with SEN in Bangladesh are not included in inclusive settings, and the reason behind this is that majority of the teachers are not skilled enough and showed negative attitudes to teach and deal children with SEN. Malak (2013) argued that due to the lack of well-trained insufficient materials about inclusive education in training curriculum, teachers are not well prepared which creates major barriers when implementing inclusive education in Bangladesh. On the contrary, it should not forget that traditionally teachers are experienced to teach neurotypical students. Now, due to policy of inclusion, almost 80% of children with SEN rose in inclusive settings in many western countries. It happens in many developing countries, for example Bangladesh as well though comparatively less than western countries (Khan & Anisuzzaman,2011). It could be one of the reason why teachers are not well prepared to educate children with SEN, despite agreeing inclusion. It has also found that policy makers sometimes fail to address the teacher’s difficulties in inclusive settings which can arise due to lack of preparation and proper support (Ary,2017). Furthermore, sometimes external demand of government and policy makers reduce the freedom of teachers. They insist teachers to teach students to cope for only nationalized standardized test. As a result, many teachers feel side-lined because they cannot make decision own their own although they know the students better than policy makers and government (Ary,2017). I argue, it could be various factors which affect the educator’s role and attitudes. Finally, after above discussion, it can be said that through training educators can be encouraged to accept various challenges, can be continuously informed about strategy, methods, and programmes that are useful for children with SEN (Solomonidou & Chrysanthi, 2014). It has found that although many teachers have positive views towards inclusion but due to lack of training support, sometimes they are not capable of dealing children with SEN. Author also demonstrated that not only school teacher should be trained to implement the inclusive practice, but also all staff members need to understand the needs of individuals from diverse background and have the proper training to create holistic approach in order to make the children with SEN successful. As it is mentioned: “without a coherent plan for teaching training in the educational needs of children with special needs, attempts to include these children in the mainstream will be difficult” (Solomonidou & Chrysanthi, 2014).

School-related variables

Another factor, which is considered as important for the children who experience SEBD, is the school environment and support. The support means both human and instructional resources which includes classroom size, resources provided to the children, teaching flexibility, and support from the stakeholders and social acceptance. The classroom size considers as a first important thing which can play an essential role in inclusive settings. It is believed that if the teacher-student ratio is small then teacher is not overloaded with work, they can give more attention, can make an individual educational plan and cope more effectively with various difficulties of children and make a positive relationship (Ahsan et al., 2012). In consequence, teacher’s positive support and extra attention towards children experience SEBD can make them feel more empowered and confident which can reduce their inappropriate behaviour and make them more connected to the classroom activities and as a result, they might perform well in school (Malak, 2013). Giving an evidence, it is revealed from the study of Elam (2016) that if proper attention is given to the children experience SEBD, some of them show a higher level of thinking in the classroom than other fellows during issue-solving activities. In addition, when these children give h attention to the learning activities, many of them can learn faster and produce good academic results than other neurotypical peers. However, many teachers cannot provide this extra attention due to pressure from large classroom size. On this regards, author demonstrated that teachers are already occupied with externally -imposed curricula, monitoring and other assessment system which they need to implement in the classroom. It has manifested that teachers’ workload per week has significantly increased from 14% to 22% during 1961 to 2006. This heavy workload, extra responsibilities are overburdened on them and they are unable to give special service and attention if children with SEN required (Ary,2017). Furthermore, it can be claimed that due to policy of inclusion by the government, more students with SEN are now included in inclusive settings. Their demands might be different from neurotypical students, which are hardly met due to the extra workload of the teachers. Elam (2016) contended that most of the children with SEN go to inclusive settings but they are not getting sufficient special services. Furthermore, it was also noted that teachers generally showed positive view towards inclusion but showed more concern about including children experience behaviour difficulty in mainstream settings due to lack of resources in the classroom. It has revealed that sometimes children with SEN in the classroom might need additional support such as extra time, individual attention, appropriate teaching materials, individual education plan, or extra professional service in order to be successful in inclusive education system (Ahsan et al, 2012). Looking on the support system as many educators expressed that “school need to create the culture where philosophy of inclusion should be valued highly, without this successful achievement cannot be expected from children with SEN” (Ary, 2017). Similarly, teachers were of the view that they can positively educate children with SEN if they receive adequate professional resources and support (Ahsan et al., 2012). Therefore, educators need to get proper support with all required facilities/resources (Malak, 2013). The importance of awareness and understanding about children with SEN has also revealed as another factor in the previous study to enhance the social-academic development (Solomonidou & Crysanthi,2014). Author stated that sometimes teachers limited knowledge about children with SEN can make educators uncomfortable and may create misconception towards these children. Consequently, educators may have difficulty to teach other students in the classroom why the children with SEN manifest this type of behaviour. As a result, neurotypical peers might fail to develop empathy towards children with SEN due to lack of awareness. It can happen with other school staff as well. Research indicates that in order to develop relationship among others variety of interventions such as social activities, group activities such as cooperative learning, peer tutoring (Solomonidou & Chrysanthi, 2013), social skills intervention (Gresham, 2014), different behavioural intervention strategy supported classroom (Ahmed and Mullick, 2013) coupled with paraprofessional service considered helpful for many children, otherwise children may struggle both academically and socially (Smeets, 2009). In the context of Bangladesh, it has found from various research (Ahsan et al, 2012; Malak 2013; Ahsan et al, 2013) that children with SEN are struggling due to lack of facilities/ resources in the mainstream settings. On this features, many research reported that lack of sufficient fund for some developing or socio-economic countries could be the issues in order to provide enough support resources in inclusive settings. However, It is noticeable that Bangladesh government invested considerable amount of money by donor agencies to educate all children. For an Example, PEDP all has been invested almost US$1.8 billion dollar. And still among 1.6 million of children, only 4% children with SEN are attending education program without enough support. It can be argued that there might another issues which creating barrier to implement these resources in inclusive setting such as teachers attitudes, training or experience which need to be identified (Ahmed & Mullick, 2013) Another main factor that can be a hurdle for the children experience SEBD in an inclusive setting is lack of stakeholder support. Such support should be provided where educators, parents, and administrators work together to create an effective educational environment for every child. According to Elam (2017), negative and lack of administrative support for the needs of students experience SEBD and its impact in the classroom environment might affect teachers negatively in such a way that they can be frustrated and intend to leave the field of education forever. On the contrary, it has been found that when teachers get emotional support from the administration they feel more satisfied with their work and this gives them a sense of encouragement. Talking about the support from the principal, Solomonidou & Chrysanthi (2014) emphasised the importance of principal’s attitudes which can create an environment of acceptance and equality towards all children with diverse background and promote a belief that all the children have right to learn equally. In Bangladesh, the response of many school authorities is not commendable. Sometimes Higher school authority or principal is not willing to accept children with SEN in their school believing it might affect schools’ reputation (Sani, 2015). Author (Sani, 2015) also mentioned that due to this reason, the principal is not helping teachers by giving sufficient support and teachers are not encouraged to teach children with SEN. As a result, it could be argued that most students with SEN in Bangladesh are feeling neglected in the society and they drop out of the school at an early age. A study conducted by Malmqvist (2016) found that when principal work together with all staff, educators in the school towards inclusion for children experience SEBD, teachers and other staffs are more encouraged to work with SEN children and more motivated towards inclusion. This indicates that principal need to provide all appropriate resources and support to educators to ensure the implementation of inclusive practice based on individual needs. Another aspect has raised concern, which is Lack of communication between the teachers, and parents might be another hurdle in inclusive settings. When teachers and parents have understanding, together they can bring tremendous positive impact on the behaviour of students experience SEBD and they might feel more secure, confident which led to academic achievement as well (Elam, 2016). On contrary to this, many authors (Smeets,2009; Ary,2017; Jinzen,2014)) stated that many schools do not communicate with parents systematically in order to identify the potential SEBD difficulties. Author emphasised the importance for the educators to create close collaboration parents of SEBD students because they have a considerable idea about their child’s difficulties and first-hand experience.

When parents provide more detailed information about the difficulties what the child may be facing at home, it helps the teachers to understand the whole picture of child difficulties and it became easy to decide appropriate intervention. Furthermore, teachers can teach parents how to apply effective strategies at home when working with their child to reduce inappropriate behaviour (Janzen,2014) The best way to deal with children experience SEBD is to involve everyone that is related to the child; teachers, higher authority, other school staff, parents, caretakers, and even close relatives. Only then, it is possible to identify the trigger that sometimes may result in challenging behaviour of the child. Once, the trigger is identified, approaches can be taken to reduce its intensity. This may involve the modification of the responses of the of the child experience SEBD to the trigger. Simultaneously, it can ensure the peace of mind of the child as well as his peers, teachers, and parents (Cooper & Cafei, 2013).

Social Acceptance

Last but not the least, another possible major barrier in inclusive settings is peer rejection. Children with SEN require full support for their education and for that they want to be valued by the school community. This means that regardless of their needs, all the children with SEN want social acceptance and full support from their teachers and peers. Once they undergo inclusion, it is not only about physically including them in mainstream schools, but it is also necessary for them to be an integral part of the class with their social participation. According to Inge Zweers (2018), peer acceptance is very important in the mainstream settings because peers are considered as primary socialisation agents in mainstream settings. Interactions with peers give them self-confidence and the sense of belonging. Particularly in early childhood and beyond also, a child’s relationship with peers play an important role in the overall development of the personality of the child (Coleman et al, 2008). On the other hand, Coleman et al (2008), argued that “this premises have yet to be borne out by research on full inclusion practices, especially with students experience SEBD” (pp. 33). From previous research (Visser & Dubsky,2009), it has found that at times children who experience SEBD can be rejected and bullied by their peers this might be due to their disruptive and inappropriate behaviour and lack of social interaction in the inclusive settings. However, Rejection can make them feel more anxious, isolated, development of low self-esteem and as a result they can be more aggressive towards their peers, teachers and even at other adults and it might have negative impacts on their studies as well. Previous research demonstrated (Cooper & Cafe, 2013), that when children experience SEBD get bullied by peers, it can result into potential instabilities in the classroom and children experience SEBD might not be able to adopt effective interactions in the classroom. They might get drop out from the school if they are upset by the people around. Thus, children experience SEBD will get few opportunities to engage in essential and rich learning experiences. The best possible way to approach children experience SEBD is dealing with the people who are directly involved with them or the people who get affected by their challenging behaviour. In this regard, the author argued that the teachers could play a significant role to prevent the bullying and to give a sense of security to the children experience SEBD. If educators know how to support children experience SEBD by providing more appropriate strategies for interacting with peers, then children experience SEBD might develop better social skills. This might prove helpful in their educational development along with social development (Visser & Dubsky, 2009; Hajdukova et al, 2015). It can be argued that the inclusion for children experience SEBD can be complex and multifaceted because it requires careful preparation and proper strategic process. Accordingly, it’s better to implement inclusion in mainstream settings having in mind that “school adapts itself according to the child’s needs” (Solomonidou & Chrysanthi, 2014pp. 27). For this reason, focusing on Bangladesh’s reality, the researcher wanted to explore the key factors that can act as a barrier towards the inclusion of children experience SEBD in Bangladesh mainstream classroom and propose opportunities for improvement in this system.

Summary of the Chapter

It is quite obvious from the above discussion that teachers lack knowledge, experience, insufficient training and overall approach of the school authorities such as support/resources, was seen as possible barriers towards successful inclusion for children experience SEBD. The second part of this study will attempt to investigate these issues further by the consideration the parents voice of children experience SEBD to elicit their perception and experience in inclusive settings, Bangladesh.

CHAPTER III: METHODOLOGY

3.1 Introduction of the chapter

In this section, the methodology begins with the sampling strategy followed by the procedure of sampling, collecting data, doing surveys and finally compiling everything down. The second section of this chapter includes the moral ethical fervid during this research. Lastly, the interpretation of the results from the collected data had been discussed at the end.

3.2 Research Design

Before shaping the research, it is important to identify the philosophical roots of the research. For that, Creswell has adopted the term ‘worldview’ which explains the general philosophical orientation about the nature of the research in worldwide, (Solomonidou & Chrysanthi, 2014, pp. 29). Another important term that has been used in research to make it impactful is ‘paradigm’ which is introduced by Kuhn. Paradigm describes the set of theories that may include the connection between human beings & environment, the knowledge and phenomenon of the world, (Cohen et al., 2000). Interpretivism is one of the paradigms which lays the foundation of this research as it highlights the importance on subjectivity, stating that “the world is constructed by each of us in a different way”, (Solomonidou & Chrysanthi, 2014, pp. 29). In contrast to the positivist approach, interpretivism is involved in the culturally derived and historically situated interpretation of the social life. The focus of interpretivism is to look for these subjective meanings that are hidden in the social world and then acknowledge, reconstruct, and understand them so that they can be used as building blocks in developing theories. Since, the interpretivism research is broad, hence the interview questions used in this research were open-ended so that participants can express their opinions, experience, and feelings towards inclusion in Bangladesh and the challenges their children faced in the daily school life (Research methodology). To discuss this research particularly, the main interest in this study was the Bangladesh based parents who have children experience SEBD and studying in the inclusive settings. However, to increase the level of subjectivity in this research, the qualitative attitude has been adopted by the researcher. This attitude is mainly considered as “inquiry project but it is also a moral, allegorical and therapeutic project”, (Sukumaran & Shalini, 2015, pp. 30). It has allowed the participants to reflect on their everyday life and how they reach or cope up with the changes occurring around them, (Sukumaran & Shalini, 2015). The choice of a qualitative approach for this research sounds suitable if Silverman’s (2011) words are read. According to him, qualitative research is important as it helps the research to understand the feelings and opinions of the participants deeply with the help of open-ended questions in the interview. This is also useful in collecting rich data that accelerated the thematic analysis of the survey by evaluating it subjectively. The same is found in the research of Creswell (Creswell, 2005). The same approach has been adopted in this research. After, collecting the data from the interviews, regarding the inclusive setting of the education, the results were analysed thematically.

3.3 Sampling strategy

The selection of participants in this research comes under the umbrella of sampling. Sampling is very crucial to qualitative research, but the strategies and procedure of sampling is discussed little when compared to that of data collection and analysis (Robinson, 2013). Samples are taken carefully based on the purpose of the research, the eligibility criteria of the participants and study area of research. It requires knowledge of your field as well as the practice while keeping the goals of the research and diversity in mind just as stated in the research paper of Flick (2007). In a qualitative research purposive sampling is a preference because it lets the researcher choose the participants based on their judgment, offering a wide range of opportunities and non-probability sampling techniques to the researcher (Robinson, 2013). Keeping all these factors in mind and purpose of this research, the researcher opted purposive sampling while selecting the participants of the research. It can safely be said here that the selection of participants was based on convenience.

3.4 Selection of participants

The study area of this research is Bangladesh; hence all the participants were selected from the Dhaka region of Bangladesh. The selection criteria for the parents was quite specific, without the discrimination of religion, caste, colour, creed and socioeconomic status. The selection was hence made on the following factors. Firstly, their child must be identified with SEBD and had the age of 6-11 years. Secondly, their child needed to be enrolled in inclusive settings in Bangladesh. Thirdly, the parents must be over the age of 18 so that they could deliver and understand the situation maturely. Twelve parents were invited to participate in this study, initially, request letter sent to principal first via email (appendix 1) and then parents were contacted through email. Since the study was conducted during summers so most of the parents were on vacation and only six parents agreed to participate in this study. Among them, there were five mothers and one father, who decided to raise their voice regarding children experience SEBD and to let the world know the difficulties that a child experience SEBD may face in his/her life in inclusive settings. Details of the participants in this study in appendix (4).

3.5 Method

The interview was chosen to be the most suitable method to explore the nature of the research allowing participants to express their perceptions, beliefs, and experience towards the inclusion of children experiencing SEBD (Thomas, 2013). However, in this study, a challenge was faced by the researcher and that was the distance between the participants in Bangladesh and UK based interviewer. When the interviewer and interviewee were unable to reach the same place for the interview, the alternative was proposed. Keeping the distance in mind, the synchronous interview (Kvale & Brinkmann,2009) means computer-based interview was adopted as the means of communication between the interviewer and interviewee in real time and face to face such as skype. Participants were allowed to respond according to their convictions and when they were free. Total 6 participants participated via Skype video interview. Semi-structured interviews were conducted to get the response of the participants. Different type of questions was asked during the interview such as big pictures questions, follow up questions, contrast and comparison questions (Krosnick & Presser, 2019). Some of interview questions were prepared by the researcher and some adapted from previous literature (Sani, 2015; Janzen, 2014). Details of the interview questions presents in appendix (5). These questions were the derivatives of the main research questions which shows in figure 1,2. Discussion about the link between the research questions and sub questions in Appendix (6) The benefit of the semi-structured interview is, it gives the opportunity to the participants to express their views about inclusive settings (Solomonidou & Chrysanthi, 2014). As previous research said that human has difficulty to express their feeling and emotions if putting them in a bracket or few words, thus qualitative interview give the opportunity to participants to express their feeling freely. In addition, usually, participants are more responsive when their opinions are considered or listened or valued (Sukumaran & Shalini, 2015). Furthermore, if any information was incomplete or unclear in the interview, follow up interview was conducted to get the clear information (Sukumaran & Shalini, 2015). Open-ended questions were adopted to get into deep conversation with the participants (Cohen et al., 2000). Questions that lead to the answers such as ‘yes’ or ‘no’ were avoided to get good quality data. During the formulation of the questions for the interview, special care was taken to make sure that questions were precise, no unfamiliar terminology was used, and they were comprehensible for all the participants (Solomonidou & Crysanthi, 2014).

3.6 Ethical issues

While doing any kind of research, ethics are to be followed. At the beginning of this study, permission from the supervisor was taken. A report was made explaining briefly about the objectives and methodology and an ethical form was filled where the researcher ensured that respect will be provided for the all individual character and information. This form was then sent to the University of Nottingham Ethics Department. Then, to conduct the study, the ethical form was approved based. Before the interview, participants were informed about the nature of the study. The information sheet was sent to all participants via email (appendix 2). The information sheet had all the necessary details about the purpose of the study, benefit, and risks involved, confidentiality and procedural aspects. Furthermore, the researcher gave all right to participants to withdraw at any point if they had any objections and if they feel uncomfortable to answer any question during an interview, they were free to skip the question (appendix 1) (Oliver ,2010). The researcher did not force any participant to sign or participate in her research (Creswell, 2014). In this research, while collecting data, confidentiality issues were taken very seriously, and participants identity was kept secret. The researcher used pseudonyms and the participant’s home address, workplace and other personal details were not disclosed (Solomonidou & Crysanthi,2014). Finally, participants were given the opportunity to view the summary of the result.

3.7 Data collection procedure

For the six participants who were willing for computer assistive skype based interview, the procedure was quite different. Participants were asked to give convenient time for interview and slot was booked accordingly. Prior to interviews, the trustworthy relationship was developed with the participants so that they share their personal experiences comfortably. Participants were then given details about the nature and purpose of the research. All details were given in the information sheet (appendix 2) Then, permission was taken from the participants to record the interview where five participants allowed for the audio recording, but one participant did not allow audio recording. participants were allowed to ask clarifying questions (Oliver, 2010). To maintain eye contact, “free flow of conversation” (Solomonidou & Crysanthy,2014, pp. 36) with the participants, researcher-maintained interview protocol by taking short notes during the interview. Finally, the researcher thanked them for their time. The researcher used the audio recorder to record the conversation and the duration of the interview was on average 55 minutes. In the end, the audio files were stored with the data protection ACT and data were transcribed in exactly the same manners as it was received. Participants were given a copy of the manuscript and they were encouraged to review and make comments if they want to. All information was stored in a file with data protection act.

3.8 Analysis of data

After collection of the data, the next step was to analyse the information from data and reach to a conclusion. There are various methods of data analysis, such as manual or computer analysis (Creswell, 2005) but due to the small scale of research, researcher selected manual analysis and method was “thematic analysis”. According to Braun & Clarke (2006), “thematic analysis” is the most common method for the qualitative analysis. It emphasizes identifying, analysing and recording patterns or “themes” within data, where themes give a description of a phenomenon and are linked to a research question. In order to analyse data, each step is important. Solomonidou & Crysanthi (2014) argued that data analysis in a qualitative study should start from the beginning of the data collection and processes of transcription. Therefore, the researcher started the data analysis process from the very beginning of the data collection because every single interview allowed the researcher to understand the situation in inclusive settings extensively. Thus, researcher followed the six stages of a thematic method for her research (Braun & Clarke, 2006). Firstly, the researcher read the data from the interview repeatedly to get familiar with it. The next step was the coding process which aimed to identify the most important, fundamental, relevant information from an initial list of ideas. Following this, a researcher brought common codes into themes and themes were described (Merriam, 2009). This stage requires designing a thematic map to incorporate the codes, the themes and subthemes to make the connection between them. The fourth stage was to reflect the review and eventually clarify the themes in the 5th stage. In the end, the outcomes of the sequence were presented in the findings chapter. In conclusion, it can be said that thematic analysis gives the opportunity to get the better understanding of each and every detail of the research and then reach the final conclusion as it is considered more iterative process rather linear process (Solomonidou & Crysanthi, 2014). The table 4 will give the short example of thematic analysis on teacher related variable, rest in appendix (7).

3.9 Summary of the chapter

In this part, all procedures were taken into thought with respect to the planning and implementation. The next sections will talk about the finding concerning based on Bangladeshi parents’ perspectives for their children who are experiencing SEBD towards inclusive settings.

CHAPTER IV: FINDINGS

Introduction of the Chapter

The thorough analysis of the data revealed a few areas of interest, which will be established in this section. Each transcribed interview was analysed several times to identify the overall key issues. Common themes that emerged from the parent’s interview are teacher-related variables, school-related variables, social acceptance issues. These variables are discussed in detail in this section.

a. Teacher-related variable

When inquired about how they (parents) felt when it was revealed to them that their children were identified with SEBD, all parents stated that initially, they were in denial, some were stressed, anxious, worried because it was not easy for them to accept the social and emotional difficulties that their child will be facing in his/her coming life. These findings are consistent in a previous study (Narumanchi & Bhargava, 2011). Here, author mentioned that initially, parents become more concerned for their children’s acceptance in the society and for that they might go through various emotional phases. One Bangladeshi mother said: “I was very upset, sad and anxious I had no idea how to help my child. I felt helpless because I was insecure about the education and social relationship of the child with others. I was really worried about the adjustment of my child in the school. I, myself is a teacher in a Bangladeshi school and I know children with social-emotional difficulty must suffer in the school. Teachers at the school try to avoid and ignore such students instead of giving them support”. From the interviews, it looked like that the parents were worried about the difficulties in children but at the same times they were worried about the educator’s attitude and knowledge in Bangladesh. It was more obvious when researcher asked further questions about their experience in the school. One of the parents said: “We were in a state of helpless. We were angry and dissatisfied with the different educational entities in Bangladesh whose training and basic understanding was limited, different, and utterly awful”. Almost all parents gave the importance of the teachers training saying how it can affect a teacher’s attitude towards children experiencing SEBD. They claimed that sometimes teachers are very frustrated and show negative attitude because they can’t manage students’ behaviour due to lack of confidence. They don’t understand the strategy to reduce challenging behaviour from students experience SEBD and their attitude have a negative impact on children. They strongly reported that teachers need to be trained for special education needs to overcome this issue. It became obvious when on parent said:

“I felt helpless because the teacher made my son’s anxiety worse. The teacher had annoying behaviour towards my son. the teacher does not know even how to deal with him. My son lost interest in the school and became anxious, stressed and frustrated. I believe that school should only hire staff who has the ability to recognise the special needs of every child and that can properly deal with them”.

However, it was more obvious when one teacher found who was trained in SEN. She was not very stressed, in fact more motivated to teach one child experience SEBD. As one Parent reported that they found one trained French teacher about SEN in Bangladesh and that teacher was less anxious regarding her son’s behaviour, instead, she was very motivated about how to help her son. The parents told:

“Initially we did not get any support from the school staff which made us depressed but when my child was 7 years old, a French teacher who got training from France to deal with special children joined in Bangladesh school. That French teacher collaborated with a personal therapist of my child to help inside the school settings. This helped my child a lot in a sense that he showed fewer tantrums in the class and became more playful with the peers”.

Along with teachers’ knowledge, attitude and professional training related issues, parents were also reported about the prior relevant experience of the teachers. Parents were of the view that teachers without prior experience face difficulties to implement inclusive education. The major concern was that sometimes educators are not prepared enough to deal with real life inclusive classroom settings and it can affect their children as well. Most parents reported that training in special education needs are not enough if teachers don’t have any experience working with children experience SEBD.

One parent observed:

“I changed the school for my son when I found one of the teachers who had special education certificate, but her performance was not up to the mark. I was not happy with her work as she was struggling with my son and at times she was very confused about the strategies she was using in the classroom. Although she had a certificate in this field, but her lack of experience was a hurdle in her good performance, sometimes made my son’s anxiety worse”.

This comment can be taken as an indicator from various research (Bond, 2017; Ahsan et al., 2012; Emam & Kazem, 2015; Masud & Mullick, 2013; Sani, 2015; Ahsan et al., 2012), they have also mentioned that teachers need to have more prior experience and social contact with SEN students in dealing with the real classroom settings to gain more knowledge.

b. School-related variables

Issues in school-related variables are considered as major hurdle towards inclusion. Parents were not satisfied with the support services in the classroom and at the administration level. When parents were asked about their expectations regarding the school support, parents were of the view that they want trained staff, proper resources, small size classroom, professional service/ special assistant educators, timely parent-teacher meetings and communication for the children. They also claimed that their children should be given opportunities to work in groups and participate in a variety of social and extracurricular activities. as well as ICT supported classroom. All parents shared: “Teachers were always busy with the other students. It was a large classroom with many students. Teachers mentioned many times the need for special assistant for my son. But no special needs support was given to my child at the school.” Another parents said, “no special teacher, no social activity or group activity classes, even after being promised. School provided an assistant teacher but only to lower the burden of the teacher. The assistant teacher never gave help to my son with SEBD.” From explanations of parents, it can be argued that the children experience SEBD ’s have the difficulty to get sufficient amount of support services/resources which was required to meet their needs in the inclusive settings in Bangladesh. This finding is similar in previous study that sometimes due to extra workload from large classroom educators might need extra help from another professional assistant. But, in Bangladesh most students with SEN are not getting this support along other facilities mentioned above in inclusive settings (Kabir & Akter,2014) One of the many challenges identified by the participants was that the attitude from the school principal was not acceptable in the creation of positive views towards inclusion. They reported that administration should be more aware of the inclusive practice and encourage other staffs in the school about inclusive practice. Another parent said: “Every time I wanted to talk to the principal regarding difficulties faced by my son in the classroom, it seems principal’s attitude was even more discouraging and gave me impression that we should be thankful to him as he (Principal) has accepted my child in the school. I was so disheartened and upset regarding his attitude”. Consequently, another interesting observation was reported by many parents that they that sometimes educators might not encourage to teach their children due to lack of support from principal and insufficient amount of resources in the classroom.

As Parent’s said,

“I feel not only my child, sometimes my son’s teacher was also struggling due to lack of support system and resource in the classroom”. The same argument is noticeable about principal attitudes in the second chapter from the literature review that in Bangladesh, principal has a negative attitude towards inclusion and sometimes they are not willing to accept the children with SEN because they think it can affect the reputation of their school (Sani, 2015). The necessity of principal positive attitudes also argued in the previous study that due to lack of knowledge, positive belief or motivation towards inclusive practice, principals might not be encouraged to give any kind of support to children with SEN as well as teachers in the classroom (Chandler, 2015). Parents also recognized some issues regarding parents and teacher’s collaboration for children with SEBD. Most parents felt that teachers don’t communicate with them for their child’s progress. They believe that they should work together with the teacher to motivate their children to keep interest in studies. It will help their children to improve academic results as well as social development. One parent commented:

“We were not able to communicate at all with the teaching staff as they made it very clear to us that they don’t have sufficient time or interest to deal with my son's special needs. It is really frustrating.”

Another mother shared her experience:

“However, our son’s teachers agreed to help in the school settings, but it was not regular or properly communicated”.

From the above comments of the parents, it is evident that in Bangladesh, there is lack of effective communication between parents and teachers and it creates lots of anxiety in parents. This finding is consistent with previous studies (Kabir & Ariful,2014; Masud & Mullick,2013; Saleem and Mahmood, 2013) that in Bangladesh, many schools don’t take any initiative to engage parents for their children in the academic and social area.

c. Social acceptance

On the aspect of social development, most parents describe two contradictory aspects of the inclusive settings that can play an important role in social development. On one hand, all the participating parents believe that inclusive settings could be beneficial for their children because the child will have the opportunity to socialise with other peers. A father of child experiencing SEBD commented that the difficulties of his son required him to be in an inclusive school. His major issue is social anxiety and that can be improved only where he gets opportunities to interact with other neurotypical students such as inclusive settings. “The difficulty with my son is that he faces social anxieties at times and to overcome this he has to be in an inclusive setting where he can interact with other neurotypical peers”. Another participant who seemed quite aware of his child’s condition According to her, her child never required special settings. It was necessary for the child to adjust in inclusive settings to overcome his social-interaction challenges. She said: “My child doesn’t seem to require any special therapy or a special environment. His behaviour is not harming others. The only way to overcome his fears is to interact with other students and study among them in inclusive settings”. This thus clearly indicated that most parents are in the support of inclusive settings if child behaviour is not very challenging. The same fact was stated in previous research (Bond, 2017; Elam, 2016; Janzen, 2014) that the mainstream settings tend to be more helpful for the children experiencing SEBD if their behaviours are not very challenging and harmful for others. On the contrary, though the parents do believe that the children’s social development is possible in inclusive settings at the same time, almost all parents felt that the children’s emotional development might be affected in mainstream settings if not properly supported. They dread that neurotypical peers might not accept their children and this could result in bullying. One of the parents stated the issue in this way: “We were extremely worried about the progress of our child in mainstream settings where he was not only bullied but his self-confidence was shattered. They made him feel inept, angry and crippled him emotionally by using words like ‘strange’, ‘black blood boy’ and ‘weird”. These findings seem to be in coherence with the research of Hajdukova et al., (2015) who also found that students experiencing SEBD are mostly targeted by social and verbal bullies. Similarly, regarding support from school educators, another strong remark was noticed by many parents. They reported that many teachers were not aware of the bullying incidents. Parents were worried because the children experiencing SEBD were being victimized but the educators were incapable to take any action. During the interview, one of the parents shared their agony and helplessness in these words: “My son’s anxiety is deeply rooted in the school settings. As he is getting older day by day, his anxiety and depression are also increasing and what we have noticed is that it is coming directly from his school. He was verbally bullied by his peers all the time and teachers used to ignore this by saying that this is not bully, they are not hitting”. However, the knowledge of teachers about different types of a bully is essential which has been observed in the study of Hajdukova et al., (2015). If teachers do not have the knowledge to identify different types of the bullies such as verbal or emotional along physical bully then this lack of knowledge can make children experience SEBD feel more helpless, aggressive and withdrawal from the mainstream settings (Hajdukova et al., 2015). With concerning on bully, parents also acknowledged that teacher being the role model can influence the attitude of other students towards their peers who are identified as SEBD. “My child spends most of the time of his day at school and it is very important that the school takes charge of his overall needs. So, when he gets frustrated or bullied by his peers, the teacher should always be there to give full support to my child when he is being bullied and teach others also about the consequences of bully ”. This finding is similar regarding teachers’ attitudes to a previous study (Hajdukova et al., 2015) that when teachers act as role models such as they support the students from diverse background with care, respect, and a more cooperative towards their individual needs then the reflection of this positive attitude and support can help to redirect behaviour and attitude of the neurotypical children who are bullying children with SEN. Therefore, teachers should have a proper understanding of bullying and its consequences to prevent bullying to create a positive school climate. Finally, the last question was asked to the parents that how old was their child when they became aware of their children’s difficulty. Majority of the parents answered that their children were around five to seven years old when they became aware and identified. It is also supported by previous research (Janzen, 2014) that many children at an early age can experiencing SEBD. It was important to ask parents at what age they experienced changes in the behaviour of their child so that they can support their children from the early age for better improvement (Janzen,2014; Cassady, 2011).

Parents suggestion for improvements

The last significant issues were parents’ suggestions about what efforts need to reinforce to include children experience SEBD in the mainstream settings. After reflecting on their all suggestions, the word came up is “support”. “Every child should get support from school to build up their self-esteem, otherwise they are frustrated and helpless”. This support should be described as trained teachers with practical experience, proper resources such as small size classroom, implementing different strategies to prepare children for social development or guidance by professional service or assistant such as special teacher. Apart from that, it is also advised the establishment of secured stakeholder collaboration team such as parents teachers’ collaboration, principal, and other staffs collaboration to address the challenge of learning, development and teaching may be another prime agenda for the child’s progress. Almost all parents said, “Our children require trained staff with prior experience in the relevant field, complete resource, and materials, timely parent-teacher communication and collaboration, administrative support, social activities for children and extra-curricular activities to help with their social needs”. And also, parents reported, “There is barely any communication with teacher and principal”. Finally, parents also acknowledged that awareness is very important for all school staff and children in the classroom. They said: “My child along with other children with special needs are normally isolated and they are not being helped much with their social needs. The main reason being the lack of awareness regarding special needs because it’s still a taboo in Bangladesh. Hence these children are looked down upon, which obstructs their social needs”. Thus, it can be argued that this could be one of the reasons why teachers and the whole school are not prepared for the inclusive classroom (Solomonidou & Chrysanthy, 2014)

Summary of the Chapter

Considering the result from findings for students experiencing SEBD in mainstream setting, it can be said that in context of developing country like Bangladesh, although lots of policies had been made but till today the educational research community are not giving appropriate input to implement inclusive practice. Next sections will include the analysis and discussion for the collected data on this matter.

CHAPTER V: ANALYSIS AND DISCUSSION

5.1 Introduction of the Chapter

A study of the parent's perspectives for their children experiences SEBD led to certain factors that determine the attitude of inclusive settings in Bangladesh. This chapter contains an in-depth analysis and discussion of the collected data from qualitative sources.

5.2 Teachers related variables

It is deduced from the findings that the students experience SEBD are struggling due to the lack of knowledge of the teachers. As far as the necessity of training is concerned, it is worth mentioning that sometimes educating children experiencing SEBD might be difficult. Due to their emotional and social difficulties can affect their relationship with their teachers and other peers in the classroom. Such behaviour can make many teachers more anxious and frustrated (Avramidis,2000) If educators don’t have the skills to cope with such behaviour and to engage these children in classroom activities, they feel less confident and usually try to ignore those children experience SEBD. As a result, when these children experience continuously neglected and negative behaviour from the educators, they become disheartened by their overall life (Camilleri & Cefai, 2013). Research showed that if teachers know the techniques about how to support the children experiencing SEBD in the inclusive settings then this aggressive behaviour can be reduced. For an example, sometimes a teacher’s calm but firm voice also can help children who are experiencing SEBD to relax and make them calm down. That’s why it is very important that teachers need to be aware of a different kind of strategy to deal with children experience SEBD, and for that teachers need to be trained and knowledgeable (Elam, 2016). It is evident that the link between positive attitudes and teachers’ training is a most vital point when teaching children who experience SEBD (Sukumaran, & Shalini, 2015). If teachers are professionally trained while educating children to experience SEBD, they have more self-efficacy, more motivated and can show encouraging attitude towards the students experience SEBD or any kind of special needs and can create positive bonding which can create a respectful classroom environment. As a result, the children who are experiencing SEBD can feel more valued and understood which can reduce students’ behaviour difficulty and bring a successful outcome in the lives of SEBD children (Cassady, 2011). Thus, it can be assumed from findings that how French teacher knowledge and professional skills motivated her to help the child and brought a positive outcome whose tantrum was less, and he was more playful later. The few comments on teacher’s prior experience can be taken as an indicator from various research (Ahsan et al., 2012; Emam & Kazem, 2015; Masud & Mullick, 2013) on USA, Australia, UK, Bangladesh. They have also mentioned that many teachers feel ill-prepared and confused when they need to deal with SEN students in real classroom settings. This statement is consistent with one of the studies conducted by Solomonidou & Chrysanthi (2014) on teachers’ attitudes, where one teacher mentioned that 50% of his knowledge came from the study but rest 50% came from his practical experience which help him to support children with SEN more effectively. This implies that teachers need to have more prior experience and social contact with SEN students in dealing with the real classroom settings because it helps them to adopt more instructional and class management knowledge and skills with favourable attitudes which can make them less anxious and more motivated as well. Whereas, in the context of Bangladesh, most students with SEN are struggling due to teacher’s lack of knowledge about inclusive education, the main issue behind this could be the teachers’ education program in Bangladesh are not supporting them by giving enough information related to inclusive education in becoming more aware, confident and competent for inclusive practice. Therefore, many teachers are not skilled enough to support children with SEN and develop negative attitudes towards them. In addition, teachers get only one or two practicum session during training and this is not sufficient for teachers to be confident enough to educate students with SEN in real classroom settings (Ahsan et al., 2012, Masud & Mullick, 2013; Sani, 2015). Thus, proper training of teachers including practicum experience is very important to have the knowledge of educating children who experience SEBD or any special need students in a better way.

5.3 School-related variables

From parents’ explanations, it has found that the children experiencing SEBD’s have difficulty to get any form of support services/resources which was required to meet their needs in the inclusive settings in Bangladesh. Teachers are often overloaded with work due to large classroom size as most participants used the words “teachers are overloaded”. Supporting this view, the study conducted by Malak (2013) & Ahsan et al., (2013) reported that many educators often feel a considerable load when educating children with SEN due to large class size, and extra administrative works. As a result, they can’t give extra attention and support to students with SEN. Author considered it as a major barrier like many countries as well as Bangladesh. Such a finding is not unusual as other prior studies also reported when teachers get proper support, resources from school such as smaller classes, special educators or assistant teacher, they are less overloaded and less anxious, and they get sufficient time to make a plan or prepare materials for learning needs (Avramidis & Norwich, 2010). Giving special emphasis on children’s specialists support such as paraprofessional help as many parents mentioned “my child was progressing due to the support of outside special educators” and they also emphasized the importance of other social activities or group activities facilities in the school. It has mentioned in various research (Avramidis et al., 2000; Emam & Kazem, 2015; Smeets, 2009) that children experience SEBD might have different range of social issues and for that they might need counsellors, extra time or attention from general educators, small size classroom, different instructions materials including social activities or group activities facilities, proper behaviour intervention strategy as well as special educators in the inclusive settings. It is evident that 65% of students experience SEBD showed significant improvement after introducing social skills interventions (Gresham, 2014). Moreover, the large classroom also can make the children with special needs frustrated or less focused in the class activities (Masud & Mullick, 2013). In this regard, author claimed that without real inclusive classroom settings for children with SEN successful inclusion cannot be achieved (Ary,2017). The importance of principal attitude regarding support resources, many parents also shared their negative experience of interaction with the Principal of the school. And this finding was supported by other Bangladeshi studies (Ahsan et al., 2012). The analysis revealed from previous research that many principals had non-cooperative and negative attitude and poor self-motivation to bring any change or support towards inclusion (Sani, 2015). It can be argued that in order to implement successful inclusion positive views among all staff in the school towards inclusion, principal support is important. As principal is responsible for student’s placement. Simultaneously, it has found that teachers can have a greater tolerance, positive views and attitudes and feel more confident, flexible towards children with SEN if head teachers provide all supportive resources, materials, professional services in the classroom (Williams et al,2016). Supporting this idea, the study conducted by (Malmqvist, 2016; Avramidis & Norwich, 2010) on teacher attitudes toward SEBD children. They have found that principal, as an institution showed a positive attitude and gave support such as providing more special need resources and brought the positive views in school staffs towards the inclusion of children who are experiencing SEBD. Therefore, the necessity of principal positive attitudes can be considered as an important factor. On the other hand, Chandler (2015) argued that sometimes due to lack of knowledge, positive belief or motivation towards inclusive practice, principals might not be encouraged to give any kind of support to children with SEN as well as teachers in the classroom. It has found that almost 80% of principals are of the view that children with SEN who are not very challenging can be included in the mainstream settings but only to have an equal access to the curriculum, not necessarily together in the general education settings with other peers. Moreover, author also stated that sometimes principal found to be more interested in finding fund for extra support but don’t have proper understanding of the term of resources or support and how to utilize them. This recommends that not only teachers, the educational administrator should be aware and have proper skill towards inclusion (Chandler, 2015). Another issue also raised from comments of the parents regarding teachers and parent’s communication, it is evident that in Bangladesh, there is lack of effective communication between parents and teachers and it creates lots of anxiety in parents, as well as children, experiencing SEBD. From previous research (Kabir & Akter, 2014; Masud & Mullick, 2013) in Bangladesh, authors stated that many schools don’t take any initiative to engage parents in different activities for their children in the academic and social area.

Many authors also argued that When parents and teachers work together, it can bring numerous positive outcomes for the children to experience SEBD such as academic improvement and better grades as well as challenging behaviour can be improved. As a result, when their behaviours are improved, they start socializing more and more likely experience positive life (Ary, 2017; Janzen, 2014). Moreover, educators need to recognize that the students who experience SEBD undergo mood swings in certain situations and parents know better their children. If before planning for any strategy, educators communicate with parents they get the whole picture of the root of the issue and this awareness might apply appropriate intervention for the child with challenging behaviour. Therefore, it is important that parents of children experiencing SEBD should be welcomed by educators in the inclusive settings otherwise lack of collaboration between parents and teachers can increase behaviour and social difficulty as well as academic loss in children with SEBD (Elam, 2016; Janzen, 2014).

5.4 Social acceptance

Although parents have a positive view about inclusive settings where they believe their children can socialize more with other neurotypical peers. but at the same time, they raised questions on acceptance for their children. The finding on bully seems to be in coherence with the research of Hajdukova et al., (2015) who also found that sometimes Children experience SEBD are not desired by their peers because of their social and emotional difficulties. This rejection and the continuous bullying result in anxiety, depression, loneliness and their absence from schools. However, in order to prevent its negative affect author also mentioned that at any cost the pain endured by the bullying should not be ignored and should be supported by school educators. However, on the other contrary, it can be argued that many educators cannot provide proper support preventing bully due to their lack of knowledge. The teacher's knowledge about different types of a bully is essential which has been observed in the study of Hajdukova et al., (2015). The author stated that if teachers don’t have the knowledge to identify different types of the bullies such as verbal or emotional along physical bully, educators cannot give proper support to the victim. It can make children who experience SEBD feel more helpless, aggressive and withdrawal from the mainstream settings. Moreover, parents also reported that teachers can be a role model to prevent bully. This finding regarding teachers attitudes was similar to a previous study (Hajdukova et al., 2015) that when teachers act as role models such as they support the students from diverse background with care, respect, and more cooperative towards their individual needs then the reflection of this positive attitude and support can help to redirect behaviour and attitude of the neurotypical children who are bullying children experience SEBD. They will also learn how to accept the students from a diverse background with respect and care. The author also mentioned that if the incidence of bullying does not decrease with effective intervention strategies then positive school culture cannot be implemented. Therefore, it can be argued that teachers should have a proper understanding of bullying and its consequences in order to prevent bullying to create a positive school climate.

5.5 Summary of the Chapter

In summary, almost all parents feel that sometimes schools are not capable to cope the needs for children with SEN in inclusive classes. It is evident that this is not only because sometimes educators have negative attitudes and lack of knowledge or training towards children with SEN, the parents feel that whole school approach need more real genuine changes in order to manage the needs of these learners. The following chapter presents parents suggestion to improve the system and attitudes regarding inclusion.

CHAPTER VI: IMPLICATIONS OF THE RESEARCH FROM PARENTS SUGGESTIONS

6.1 Introduction of the Chapter

All things considered, the findings and discussion of the present result identifies the gap which is needed for improvement and necessary for future research as well. This section will discuss the necessity of certain factors should be implemented for successful inclusion.

6.2 Teachers training for children experience SEBD

To begin with, all parents raised concerns about teachers training and experience. This study validated Bangladesh data as well as other international data that higher perceived teacher’s positive attitude associated with teaching self-efficacy. This should be given the high priority on quality of teachers training towards inclusion, opportunities, and also experience with different groups of exceptional learners in teachers’ education programme. it has been found that, in Bangladesh there are few practicum classes in teachers training program without inclusive education in teacher training program, therefore, it is recommended to modify the teachers training program in order to include more practicum classes inclusive education (Ahsan et al., 2012).

6.3 Improve support and resource system

Secondly, concerned parents repeatedly raised the questions towards the resources and support system also. It is recommended that children need to be engaged in extracurricular social activities in the classroom for their confidence and relationship building. In each case, it is apparent from the findings and review that both parents and teachers feel the need of professional help as support and variety of facilities or activities from school. Therefore, it can be said that in order to implement inclusion successfully, resources are crucial: a variety of school-based social activities classes or behavioural intervention strategies, paraprofessional help as well as small size classroom etc (Clifford, 2011).

6.4 Improvement of parent’s teacher’s collaboration

According to Kabir & Akter (2014), with relating to parent’s collaboration, It is essential in the context of Bangladesh school, school authority can develop some range of activities such as home-school diary, student progress report, systematic telephone call, school parents day, family fun day on a regular basis to engage parents in order to develop relationship with the parents for the benefit of their child. Furthermore, Bangladesh has no such straightforward policy like other countries, a National Academy for Parenting Practitioners (NAPP) which is responsible to establish the parent's engagements toolkits and programs. So, policy maker of Bangladesh might rethink to develop this such rules for school improvement and student’s development (Kabir & Akter, 2014).

6.5 Enhance stakeholder support

In order to create successful inclusion for children with SEN, principal attitude, knowledge and communication with other staffs in the school should be improved. it is said that when everyone works together with care and respect to identify the children ’s concern and values, they can develop a broad consensus on planned initiatives. For that, they need have to have supportive nature with proper skilled because, without a vast amount of information and knowledge regarding inclusion and children with SEN, the stakeholder cannot make it workable (Ary,2017).

6.6 Increase awareness among teachers, other staff, and students

All Parents suggestion was that educators and all staff in the school should be aware of Special needs students. The need of understanding about children with any kind of social-emotional difficulty was also demonstrated by Keeping Children Safe in Education (2016, department of education, part 1). The author claimed that in order to create successful inclusion, children preparation is important. it has been said that if neurotypical children are more aware of the children experience SEBD, then they can learn to accept these children more openly and incidence of bullying can be reduced (Visser & Dubsky, 2009). Furthermore, if teachers, principal and other staff are not aware of children’s difficulties then they might have different views on children’s behaviour. As a result, it is difficult to establish an appropriate intervention for students with SEN (Malmqvist, 2016). Therefore, as considering most parents concern on principal negative attitude, it is necessary that principal’s own positive views, knowledge, and support towards inclusion should be developed to create the awareness among all staff in the school so that all of the school staff can be motivated working together with each other and maintain positive views towards inclusion (Avramidis & Norwich, 2010).

6.7 Reforming policy towards inclusion

lack of national policy which support IE was found a biggest barrier not only in Bangladesh but globally. In Bangladesh along other developing countries, policy of inclusion should be based on contextual issues rather just following what is happening in other western countries. For example, in the context of Bangladesh, theses contextual issues can be teacher education, teacher’s educational program, resources in the classroom, social-economic status and its effect on disadvantage students. Therefore, it is advisable that policy maker should implement contextually useful strategies while making rules in order to work successfully on inclusion in Bangladesh because IE is still at formation stage in Bangladesh (Ahmmed & Mullick,2013).

6.8 Summary of the Chapter

This chapter has discussed that the students experience SEBD or any kind of special needs who are attending in mainstream settings should be dealt with proper support. Not only educators, the whole school, parents, policy whoever connected with children experience SEBD should have proper understanding and support towards these students for a better outcome.

CHAPTER VII: CONCLUSION

7.1 Introduction of the Chapter

From the findings, it can be concluded that the parents were in favour of inclusion because they don’t want their child to feel socially isolated or different from other students. Furthermore, they stated the importance of the creation of a supportive learning environment and minimisation of potential distractions for children experience SEBD. This chapter will include the concluding comments with research evaluation.

7.2 Research evaluation

Since the purposive sampling had been adapted for this research and hence there are few limitations of this study that are important to consider.

The interviews conducted in this research were computer-assisted (synchronous mode) due to distance. The synchronous mode was a limitation in a sense that it required the internet connective and computers by both researchers and the participants. It involves the transcription of the voice recording which was quite time-consuming. Though 5 participants agreed on recording their voice but 1 of the six participants didn’t agree to record their voice and transcription process was more difficult for them. Also, the poor network quality was a hindrance in obtaining the results of the interviews quickly (Kvale, 2007; Solomonidou & Crysanthy, 2015). Another limitation of the study was the small sample size of this research. it shall be not forgotten that the selection of participants was only one school from Dhaka city of Bangladesh and only six participants participated in this study. In this manner, findings cannot be generalized. It is advisable to study on this matter on a large sample size would be helpful in terms of generalisability such as more participants and different area of Bangladesh with more schools. Even in this case, a qualitative study is person oriented so findings will be different. In any case, it can be expected that lack of professional development will be confirmed as a major gap in Bangladesh because Bangladesh education system is centralised based and Inclusion is still beginning phase for Bangladesh. Transferability and credibility are the core elements of any research, (Merriam, 2009). As the author expressed that there is no unique worldview is expressed in a qualitative study and to have the consistency in the findings it is important to have the validation of the respondents. To some extent, it was tried to keep the consistency in the findings by sending the transcribes copy back to the participants, but the communication gap was still a hurdle in knowing the actual feelings behind the transcribed words. Concerning dependability, which empowers an examination to become a ‘prototype model’ and be rehashed by another researcher, later on. This was guaranteed by depicting all strategy and the procedure took after for collecting and analyzing information (Shenton, 2004). To ensure confirmability, findings were obtained only from the information and participants thoughts. The researcher wasn’t biased and judgmental on participants answers or own beliefs regarding this matter (Shenton, 2004). To ensure the improvement of total investigation, ‘audit trail’ was maintained, Carcary (2009) said, “maintaining and reporting an audio trail of methodological and analytic decisions allows others to assess the significance of the research“ (pp.15) and for that researcher kept up a log of all research exercises , maintain research journals, documents and memos while obtaining the data and analysing the finding.

7.3 Concluding Comments

All Parents claimed that the teachers are insufficiently trained to meet the needs of students experience SEBD. Teachers need to be professionally developed to be confident enough to support the children with SEN. Successful inclusion can be implemented in the inclusive settings by teachers’ positive attitudes and teacher’s attitudes can be changed in a positive way towards inclusion if teachers have a belief that they will get required support and resources from school. Teachers can also play their vital role in eradicating the culture of bullying in the classroom environment by promoting acceptance among the students. Moreover, school administration and teachers should have proper collaboration with the parents as well as other staff, so that both can work together to help the children experience SEBD. Additional tutoring and mentoring are required in the class to improve the condition of the students. additional support and support from the peer and others are helpful for the students who are experiencing from SEBD to meet the individual learning needs and boost confidence which will be beneficial to achieve success in near future.

7.4 Summary of the Chapter

Considering the above discussion, it can be argued that we just cannot simply pick one or a few issues to blame for the whole education system. It would be probably meant to look deeply with a larger and more representative sample to identify the lacking or barrier in the education system as a whole with regards to further research. In addition, it would be interesting to evaluate the teachers’ and principal perception and experience with children experiencing SEBD is to get a deeper understanding of inclusive settings in Bangladesh. We can find out what teachers and principal think will work for children experience SEBD and how they can support them for their progress in order to implement the inclusive practice. They may have answers for many of concerning questions raised from parents in this study which plaque the inclusive education system. Lastly, educate neurotypical peers about their diverse background classmates, the role of teachers and the whole school approach would be relevant to study their perspective too.

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