This paper explores what kind of curriculum, keeping in mind socio-cultural and economic factors of Bangladeshi people, can be developed and integrated into the BRAC (Bangladesh Rural Advancement Committee) Education Program that will give children with on-going physical disabilities an opportunity to learn to use and develop their fine and gross motor skills, coordination, balance, and mobility within their daily school routines, activities, and schedules. The study follows the research tradition of grounded theory in order to solve a problem, which is no curriculum for children with physical disabilities within BRAC inclusive schools.
Data was gathered from professionals from multiple disciplines and backgrounds in order to understand broad and narrow national features influencing education for children with physical disabilities across settings (BRAC and government schools). This broad approach is taken to understand barriers to inclusive education and to ground and analyze the study in the context of the national education system in Bangladesh.
Conclusions of the paper include integrating the Theory of Multiple Intelligences, community-based education across settings, and looking at expanding child-centered pedagogy for children with physical disabilities in BRAC schools. The application of this research is intended for the use of practitioners, curriculum makers, and others interested in expanding curriculum for children with physical disabilities in Bangladesh.
Business Administration, Management, and Operations | Education | Educational Assessment, Evaluation, and Research | Entrepreneurial and Small Business Operations
Bouziane, Lamia, "Education and Development: Examining Curriculum for Children with Physical Disabilities BRAC (Bangladesh Rural Advancement Committee), Bangladesh" (2007). Capstone Collection. 402.