Understanding the Education of Children with Autism in Bangladesh

Abstract

This paper aims to understand the educational settings of children with autism (CWA) in the specialized schools of Bangladesh from their parents' perspective. Sparse research in the same context to understand teachers' perceptions has been found. Though parents and teachers are an integral part of these children's educational experience, limited research has been conducted to deeply understand and facilitate parent-teacher relationships to offer CWA an improved learning experience in Bangladesh. Our in-depth qualitative study on urban parents (N=10) showed current challenges and opportunities relating to the schools designed for CWA. The work takes a closer look at the existing concerns and confirms that parent-teacher communication in autism schools here is a complex one because of other interferences (e.g., social, and familial stigma, lack of transparency from administrators, insufficient qualified teachers) as felt by the parents. Nevertheless, the remarkable coverage of cellular networks and increasing usage of mobile phones in Bangladesh places us in a unique position to expect positive changes by employing ICT, which we believe will open avenues for future researchers and guide them in implementing robust technology to support an improved learning environment for the CWA and their families.