Exploring Teachers' Experience of Professional Development on Inclusive Education in Mainstream Schools in Dhaka City

This qualitative study explores the experiences of mainstream school teachers in Dhaka City who have participated in professional development (PD) programs on inclusive education (IE). The aim of the research is to understand how such training influences their teaching practices, perceptions, and ability to address the diverse needs of students, particularly those with disabilities. Using a case study approach, data were collected through in-depth interviews with twelve teachers purposively selected from different mainstream schools. Thematic analysis was employed to examine their narratives. The findings reveal that while teachers generally value inclusive education and show motivation to support diverse learners, the relevance and effectiveness of the PD programs vary significantly. Key themes identified include increased awareness and empathy, improved classroom strategies, institutional and resource-related challenges, and inconsistent administrative support. Participants also highlighted the need for more context-specific, continuous, and practical training, as well as stronger collaboration among stakeholders. This research underscores the importance of ongoing, practice-oriented PD, leadership involvement, and systemic reforms in promoting inclusive education. The study contributes to the growing body of knowledge on inclusive education in South Asia and provides practical recommendations for policymakers, educators, and NGOs to enhance the inclusivity of the mainstream education system in urban Bangladesh.