Inclusive Education for Children With Disabilities in Bangladesh: Systemic Barriers, Lessons From Low‐ and Middle‐Income Countries, and Policy Pathways

ABSTRACT Background Despite legal mandates, children with disabilities in Bangladesh experience persistent exclusion due to a widening policy‐practice gap. Although the government has ratified the UNCRPD and committed to SDG 4, the implementation of inclusive education policies has been inconsistent and limited. This narrative review synthesizes national data and peer‐reviewed literature to identify the systemic “decoupling” of policy from classroom reality. Objective This narrative review critically examines the educational experiences of children with disabilities in Bangladesh, prioritizing physical impairments as a case study for structural infrastructure failure while addressing broader functional exclusions. It aims to offer an evidence‐based framework for stakeholders and decision‐makers to transform inclusive education into a measurable performance mandate. Review Drawing on recent national datasets (MICS 2019, NSPD 2021) and a thematic synthesis of the literature, the article maps the multidimensional challenges to educational access. These include inaccessible school infrastructure, poorly trained teachers, insufficient policy enforcement, cultural stigma, and economic hardship. Global best practices from comparable LMIC contexts are explored to identify transferable models using a qualitative scalability matrix. The article further proposes a 5‐year reform strategy that encompasses the system‐wide integration of inclusive pedagogy and fiscal accountability. Conclusion Bangladesh stands at a critical juncture. To honor its legal obligations and developmental aspirations, it must reposition inclusive education as a foundational right rather than a marginal initiative. With political will, coordinated planning, and community engagement, the country can create an education system where all children—regardless of ability—can learn, thrive, and contribute. The study recommends a 5‐year strategic roadmap focused on teacher training, accessible infrastructure, targeted cash transfers, robust data systems, and national awareness to achieve inclusive education in Bangladesh.