Abstract
This study aims to identify common challenges faced by students with special needs in Bangladesh’s mainstream secondary schools. Data was collected from 30 students with special needs, 30 general students, 30 mainstream teachers, 30 parents, and 12 school administrators using FGD and interviews. The study reveals that inclusive education is acceptable and seen as a means to reduce social discrimination. However, there are unsettling findings regarding the provision of quality education and physical facilities for inclusive classrooms. Despite a lack of physical facilities, schools accept a variety of students, but teachers are not always prepared to support students with special needs. Despite initiatives to train teachers, there is a lack of trained teachers in schools to care for special needs students. The findings are expected to influence policies and policymakers to ensure quality education and physical facilities in mainstream classrooms, reducing the challenges faced by special needs students.
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