Asian Journal of Education and Social Studies

This study sought to examine the real knowledge and practices of social inclusion of secondary school teachers in different areas of Bangladesh. Qualitative methodology was used to collect in-depth data from 13 secondary school teachers of different areas inside and outside Dhaka city who are teaching grade 6 to 10 and 2 monitoring officers. Teachers are practicing social inclusion in classroom subconsciously but they do not have constructive knowledge about what social inclusion is. On the other hand, some teachers have introduced with ‘social inclusion’ as a new term through the interview process of this study. The recommendation of this study will need to arrange pre-service and in-service training for the teachers of secondary schools to respect the diversity of the classroom and management of teaching-learning, assessment processes, fear-free learning atmosphere for the development procedures of the students’ learning needs of Bangladesh in the long run. The study explored new knowledge about social inclusion as well as the impact of practising social inclusion on classroom. To ensure education for all (EFA) practising inclusion is compulsory following inclusive education, my study will guide teachers as well as policy maker about to take further step to ensure social inclusion. Additionally, and elaborately my study suggested ways to make comfortable teaching-learning environment that enhance the academic achievement of learners as well as to increase teachers professional development.