Inclusive Education

1998

Our education model began, in one district

160,000

Students supported in mainstream schools

594

Educational institutes supported

15

Local partner organisations replicating VARANDA education model

Learn for Life

Learn for Life: Creating Learning Opportunities for Every Child and Young Person

Every child and young person, including those with disabilities and neurodevelopmental disabilities (NDD), has the right to learn, grow and participate fully throughout life. Since 1998, DRRA has been developing and promoting inclusive education through its Learn for Life model, connecting early intervention and Early Childhood Development (ECD) with special education, mainstream school inclusion, non-formal education and pre-vocational skills development. In recognition of this innovative approach, DRRA received the Zero Project Award in 2019.

Inclusive Education for All: how the model works

Every child is found through a community survey and screening, then supported by a resource centre into the school route that suits them, and on into lifelong learning.

Catchment area surveyFamilies and children in the community are identified

ScreeningChildren with disabilities or developmental delays are identified early

CERCCommunity-based Education Resource Centre

Assessment and screening
IRP and IEP development
Therapy (OT, PT, SLT) and parent counselling
Accessibility and adaptation
Parent, caregiver and teacher training
Assistive devices and referral

Government hospital / UHC

General health services
Eye screening
Epilepsy management
Mental health support
Diagnosis

Special schools

Amorjoti Special School

ECE at government schoolsAge 3–5

Early stimulation (0–5 years)

Early childhood education
Therapeutic intervention
Purposeful sensory play
Share-ban activity
Play-based learning
Caregiver education

Mainstream schools

Government primary and secondary schools

Government pre-primaryAge 4–6

Support in mainstream schools

Teacher training
Accessibility adaptation
Disaster mock drills
Scholarships and sponsorship
Awareness programmes
SMC and UDRMC strengthening
Follow-up visits and support
Inclusive sports and children’s councils

Community schools

Inclusive pre-primary educationAge 4–8

Community Learning Centre (Young Stars)Age 8–18

How community schools work

Run by the community
OPD-led School Management Committee
Government pre-primary curriculum
Teaching and learning follow an IEP
Play and game-based learning
Need-based therapy

Lifelong learning at Community Learning Centres

Non-formal inclusive education

Government primary curriculum
Need-based rehabilitation support
Referral to mainstream high schools, CLCs or vocational training

Life skills learning

Activities of daily living
Problem solving
Interpersonal skills
Coping skills

Pre-vocational education

Money management
Communication and job skills
Self-awareness
Hygiene and social norms

Vocational education

Trade-based income generation training
Internships
Job placement

CERC Community-based Education Resource Centre · IRP Individual Rehabilitation Plan · IEP Individual Education Plan · OT occupational therapy · PT physiotherapy · SLT speech and language therapy · UHC Union Health Complex · ECE Early Childhood Education · CLC Community Learning Centre · OPD Organisation of Persons with Disabilities · SMC School Management Committee · UDRMC Upazila Disaster Risk Management Committee

Pathways

Four Connected Pathways to Learning

01

Inclusive Early Childhood Education and Pre-primary

Since 1998, DRRA has promoted inclusive early childhood education through community-managed centres and partnerships with government primary schools. Currently, 40 centres are operating. Children learn through the government pre-primary curriculum, Individual Education Plans (IEPs), play-based activities and need-based therapy. OPDs, parents and community representatives contribute to centre management and oversight.

VARANDA: A Community-Owned Low-Cost Early Learning Approach

Launched in 2012 with 15 students in Satkhira, VARANDA is DRRA’s low-cost, community-run early learning model managed by mothers of children with disabilities. By 2023, it had reached 1,030 students across 11 districts and been replicated by 15 local partner organisations. VARANDA received the Zero Project Award in 2024.

02

Special Education, Early Intervention and Pre-vocational Learning – Amorjoti

Many children with NDD require specialised education alongside medical and social rehabilitation to achieve their learning and development goals. Through Amorjoti Special Schools and centres in Manikganj, Dhaka and Satkhira, DRRA provides inclusive support. Each child follows an Individual Rehabilitation and Education Plan based on initial assessment and identified needs. DRRA has developed a specialised teaching and learning curriculum with support from international experts.

Based on individual progress, readiness and support requirements, children are supported to transition towards mainstream education or pre-vocational learning, creating pathways for continued learning and greater independence.

03

Community-Based Education – Community Learning Centres (CLCs)

Community Learning Centres provide inclusive non-formal education and lifelong learning opportunities for out-of-school children and young people, especially girls and women, including those transitioning from special education.

CLCs offer foundational education, life skills, pre-vocational learning and trade-based vocational training linked to livelihood opportunities. They provide alternative pathways for young people facing barriers to formal education and prepare them for further learning, employment and self-employment.

04

Mainstreaming Inclusive Education

Since 2012, DRRA has been working with government primary and secondary schools to promote the enrolment, learning and participation of children with disabilities alongside their peers. The approach combines accessible learning environments, teacher training, adapted teaching methods, assistive devices and family engagement.

DRRA also promotes children’s councils, inclusive sports, awareness activities, scholarships, sponsorships, follow-up support and disaster preparedness. School Management Committees (SMCs) and Upazila Disaster Management Committees are engaged and trained on disability inclusion, accessibility, reasonable accommodation, gender and disaster preparedness.

Across all pathways

Cross-cutting Initiatives

Bringing Out-of-School Girls Back to Education

DRRA works to bring out-of-school girls back into education by addressing barriers to access and continued learning. Since 2023, DRRA’s Founder has served as a Malala Fund Education Champion, leading efforts to expand educational opportunities for girls.

Family and Community Engagement

Families, caregivers, community groups and local institutions are integral to DRRA’s education approach. Their participation strengthens learning at home, promotes community ownership and supports continuity across different learning environments.

Policy Engagement and Education Research

DRRA contributes to improving education policy and practice through research, advocacy and model development. In 2021, DRRA analysed the Non-Formal Education Act 2014 and provided recommendations to make non-formal education more accessible and inclusive.

Tools and resources

Tools and Resources for Inclusive Learning

To develop, implement and expand its education models, DRRA has developed:

Teaching and learning materials for Grades 1–5.
Books, curricula and specialised education materials.
Adapted curricula and teaching materials for children with neurodevelopmental disabilities (NDD).
Individual Education Plans and formal assessment and evaluation processes.
Assistive devices and accessible learning approaches.
Sign language support and inclusive communication.
Pre-vocational learning and vocational training pathways through CLCs.

SHOKKHOMDigital Knowledge & Resources for Inclusive Care and Education

The digital platform SHOKKHOM brings together information and practical resources on care, education, communication, rehabilitation and inclusion. The platform continues to expand through new instructional videos, information about different disabilities and real-life experiences shared by parents and caregivers. Its goal is to strengthen the knowledge and skills of families, teachers and caregivers so that children with disabilities can participate more fully at home, in schools and in their communities.

Visit SHOKKHOM →

In the field