Primary School Teachers’ Perceptions of Enablement for Inclusive Classrooms: An Empirical Study of Inclusive Education in Bangladesh

Primary School Teachers’ Perceptions of Enablement for Inclusive Classrooms: An Empirical Study of Inclusive Education in Bangladesh Marisa Hayden This empirical study investigates teachers’ perceptions of enabling factors to create inclusive classrooms for children with disabilities (CWD). The key enabling factors have been situated within the framework of knowledge, skills, and beliefs. Semi-structured interviews were … Continue reading →