Classroom Practices of Social Inclusion According to the Acts and Policies of Secondary Level Education in Bangladesh

Bangladesh is among the nations that have ratified significant international statements promoting inclusion in education. The goal of social inclusion in education is to bring all students together in a consistent teaching-learning strategy; including a subset of disadvantaged children in regular classrooms is only one facet of this concept (Berryman, 2011). Recent studies have shown that the social environment of classroom activities and the academic context are frequently different in Bangladesh’s inclusive education systems. At the same time, after this new learning environment of pandemic COVID- 19, it has become imperative to rethink social inclusiveness in education. This study indicates the exact practices of social inclusion in the teaching-learning processes and behavioral aspects of secondary education (from grade 6 to 10) in Bangladesh according to National Education Policy 2010, Recommendations of Teaching quality improvement in secondary education project by Asian Development Bank, Final Report of Teaching Quality Improvement in Secondary Education Project (TQI- SEP), follow up of Secondary Education Sector Development Project (SE-SDP) and Secondary Education Quality and Access Enhancement Project (SEQAEP). This study explores the existing practices of social inclusion in the teaching- learning processes and behavioral aspects of secondary education in Bangladesh through literature review and primary data source. Primary data were collected from 60 selected samples (30 students, 20 teachers and 10 parents) based on convenient and snowball format with narrative approach. The results underscore the attitudes and real practices of the teachers’ and practitioners of secondary schools of our country towards social inclusion. The findings can be supportive for the policy makers and stakeholders who are now working with development of the framework of National curriculum 2021, National Curriculum and Textbook Board (NCTB), Ministry of Education and can have a further study for how Bangladesh get predominant international treaties in teaching- learning development process especially in practice of social inclusivity in classroom level. There are many studies which are mainly based on the inclusion of primary education of Bangladesh. The ultimate philosophy of this study is to embrace all the learners in the social context of secondary education of Bangladesh with equitable access and participation in schools.