Inclusive Education for Persons with Disabilities in Bangladesh: A Critical Analysis of Legal Gaps, Implementation Barriers, and Policy Reforms

This paper will highlight the accessibility of education among Persons with disabilities in Bangladesh on the basis of legal frameworks, policy measures, and barriers to implementation, which has an impact on inclusive learning. Although the United Nations Convention on the Rights of Persons with Disabilities was ratified and Bangladesh Persons with Disabilities Rights and Protection Act, 2013 was enacted, persons with Disabilities still experience difficulties in accessing education at all levels. Through legal analysis, case studies, and policy analysis, the study will establish inadequacies and structural gaps in the physical infrastructure, curriculum design, teaching resource, and the institutional enforcement mechanisms. The key obstacles are poor teacher education, insufficient knowledge regarding disability rights and extremely poor monitoring of compliance by education authorities. On the basis of these results, reforms are suggested to be transformative to reinforce the law enforcement, make it physically available, and promote the inclusive learning settings. The research demonstrates that there is an urgent necessity of a coordinated strategy among policymakers, educational institutions, and civil society that can secure fair education for people with disabilities in Bangladesh. This research contributes to the broader discourse on human rights, inclusive education, and social justice, offering actionable recommendations for improving the practical implementation of disability rights in developing countries.