Supporting Neurodivergent Children Beyond the Classroomthe Roles of Parents, Extended Families, and Communities in Bangladesh

Abstract

However, since the publication of the UNESCO report on inclusive education in 2005, there has been increased momentum towards inclusive education as an overarching goal of educational policy and frameworks for disability rights. With regard to international treaties and national policies, states are increasingly required to provide equitable access to education for children with developmental differences such as autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and dyslexia, as well as other neurodevelopmental disorders. In many contexts, inclusive education policies center around including these children in general classrooms and access to specialized educational services. Such advancements denote significant progress, of course, but inclusion is often understood as being placed in an education institution rather than actual and meaningful participation. This restrictive perspective threatens to neglect the wider sociocultural contexts in which children grow, intermingle and evolve.
But the day-to-day experiences of neurodivergent kids go far beyond school. The well-being and participation of children are affected at different levels by social influences such as families, extended kinship networks and community attitudes. These broader social contexts take on special importance in countries like Bangladesh, where family structures and community relationships exert a strong influence on children’s daily lives.