A Case Study from the Perspective of Rural Areas in Bangladesh Concerning “Additional Financial Aid” and “Support for Students”

Abstract

This study focused on educational solutions for children with special needs that are more effective in enhancing their academic performance than their social integration. The paper gives a case study of extra support provided by mobile special and rehabilitative educators to students deemed by their schools to need further assistance in reaching their goals but who are not recognized as having special needs in Bangladesh. A qualitative case study featured nine students and nine mobile CFP students who participated in the school throughout the 2017-18 school year survey. In this study, the author was interested in understanding the notion of inclusion and whether or not student assistance was currently in place would not only target additional professionals to assist the student, In the event of learning difficulties or special needs but also take into account the individual’s original environment (assistance to the child’s parents or guardians) and overall social inclusion. The present study evaluated the help and support given to students whose program orientation for students with special needs has not yet been determined but whom, according to practitioners, would benefit from additional support and incentives to increase their participation in the educational process. However, the paper discovered a fragmented view of inclusion and an emphasis on student participation. Despite positive results, developing less exclusive behaviors remains an Idabel obstacle.