Empowering Communities
for Sustainable Development

Strengthening systems for the enrolment, retention and support of children with disabilities at primary level of mainstream education in Bangladesh” SHIKHBO SHOBAI/DID TO-45 Project.

31 Jan 2026

Background of the Project: PAPRI (Poverty Alleviation through Participatory Rural Initiatives) has been working since 1999 to integrate disability into development activities. PAPRI is involved in various developmental activities in all upazilas of Narsingdi district. PAPRI has gained a wide reputation in the entire district for improving the quality of life of disabled people through community based activities. In continuation of this, through regular home-based services and support for the multi-dimensional and severely disabled children aged 05 to 10 years of Sadar Upazila of PAPRI Narsingdi district, the environment and service capacity will be maintained in a suitable environment for school admission. A permanent infrastructure for children with multiple and severe Disabilities has been developed through the work of various local organizations. Train caregivers, immediate neighbors and community members to provide regular services to meet the needs of children with multiple and severe disabilities. By creating and promoting other appropriate communication challenges (eg meetings and testimonials), children with multiple and severe disabilities and caregivers, nearest neighbors should be given the information they need about child protection and play a role in decision-making about their various abuses. Project Name: Strengthening systems for the enrolment, retention and support of children with disabilities at primary level of mainstream education in Bangladesh” SHIKHBO SHOBAI/DID TO-45 Project. Project Concept: Under the DID TO-45 Project, severely and multiply disabled children aged 5 to 10 years in Narsingdi Sadar Upazila have been identified through a survey conducted by Penda. Following identification, each child undergoes a Functional Assessment to determine what type of services they require. Based on this assessment, regular services are being provided. After the Functional Assessment, an Individual Education Plan (IEP) is developed for each child. In the initial stage, home-based services are provided focusing on the child’s Activities of Daily Living (ADL). The ADL activities generally include brushing teeth, eating independently, bathing alone, wearing clothes, buttoning shirts, using the toilet, holding pens or pencils, introducing colors, recognizing letters and numbers, and learning small words and sentences. Using appropriate Teaching-Learning Materials (TLMs), children with disabilities are gradually taught various concepts and skills. For children who experience continuous drooling, special exercises and therapies are used to reduce or stop salivation. Children who cannot hold their head upright, sit, stand, or walk are improving physically through therapeutic support. Children requiring medical treatment receive free clinical services from specialized doctors through Health Camps (Clinical Assessment) organized by the project. Coordination with government hospitals ensures access to free medicines, and linkages are established with different hospitals to facilitate necessary medical care. Children in need of assistive devices such as standing tables, standing boards, standing frames, walkers, toilet chairs, special chairs, corner chairs, AFO (Ankle Foot Orthosis), KAFO (Knee Ankle Foot Orthosis), Wrist Hand Orthosis, or spectacles are being provided these items through the project. The project also coordinates with Union Parishads to facilitate birth registration and helps families access government benefits such as VGF (Vulnerable Group Feeding) and VGD (Vulnerable Group Development). Coordination with the Department of Social Services ensures that children with disabilities receive disability ID cards and are enrolled under the disability allowance program. Through collaboration with the Disability Service and Assistance Centers, children also receive assistive materials and essential services. Members of Organizations of Persons with Disabilities (OPDs) are working alongside project staff as part of Community Support Teams (CSTs) at the field level. The parents of children with disabilities are trained to enhance their caregiving and management skills. The project also works with primary schools to facilitate the enrollment of children with disabilities and conducts regular follow-ups to monitor their progress. Project Duration: 16 August 2022 to 31 December 2025 Project Area: Sadar Upazila of Narsingdi District. Number of Unions:7 (Chinishpur, Hajipur, Nazarpur, Karimpur, Shilamandi, Kathalia and Amdia) Municipalities: 2 (Narsingdi and Madhavadi) Number of schools: 15 Beneficiaries: Children with Severe and Multiple Disabilities. Age of Beneficiary : 05 to 10 years. Total number of beneficiaries: 97 Children .(Male-51 & Female-46) Donor: Sense International UK & Sense International India Project Objectives: 1. Although working in schools is the primary focus of this task order, for the first six months of TO-45, members of the consortium partners will work at the community level and with OPD members to raise awareness about school enrollment of children with disabilities, as well as children with disabilities who have been enrolled in schools in the past or not, will ensure their access to home-based education systems that meet their specific learning needs. 2. Prepare children with disabilities for inclusion or re-integration into school through home-based education programs and continue the activities of school-based programs. Home-based education will continue primarily for a small number of children with disabilities who are severe and complex and for whom school-based education may not be appropriate, while most children with disabilities will be supported through school-based programs. Major Achievement: • 12 children/family members were brought under the asset accumulation initiative. • Regular meetings were held with caregiver groups. • Functional assessment and participation in health camps were ensured for 12 new children. • Health check-ups were conducted for 63 children through clinical assessment/health camps. • Free medicines were provided from the district hospital for children who participated in the clinical assessment. • Winter clothes were distributed among children with disabilities and their family members. • Assistive devices were distributed among children with disabilities through the District Administration. • First prize was received at the Youth Festival in collaboration with NGOs. • Support was provided to children with severe and multiple disabilities to obtain birth registration cards and disability ID cards. • An exchange visit was organized in Sirajganj with caregivers. • Through asset accumulation, arrangements were made for 4 children with disabilities to receive BDT 12,000 annually for 5 years from a private organization. • Support was provided to access VGF goods from Union Parishad and Municipality. Learnings: • If service-providing institutions can be properly sensitized based on demand, resource mobilization becomes much easier. • Regular services can contribute to the development of children with disabilities. • Ensuring services through caregivers can accelerate children’s development. • If caregivers are trained with necessary information, they can independently access required services from various government and non-government offices. • Ensuring home-based education through HBEFs can facilitate inclusive education for children with disabilities. • Allowing children with disabilities to move freely in an open environment can accelerate their physical, mental, and intellectual development. • Through home-based education and services, children with severe and multiple disabilities can be prepared for school enrollment. • Resource mobilization is possible if government, non-government institutions, and community elites are properly sensitized. • As a result of caregiver exchange visits, caregivers are giving more importance to providing services to children. • Due to PAPRI’s strong reputation, all government and non-government services are being linked with children with disabilities. Challenges: • Work jointly with the Deputy Commissioner and the District Social Services Department. • Arrange for the removal of water from Sumaiya’s house. • Ensure services for children and their family members through resource mobilization. • Conduct regular field visits even in a politically unstable environment. • Ensure the presence of children in health camps. • Hold coordination meetings with the Upazila Education Office. • Prepare disability ID cards for children. • Enroll children with severe and multiple disabilities in schools. • Enable children with severe and multiple disabilities enrolled in schools to be promoted to the next class. • Arrange free medicines from various government and non-government hospitals. • Receive wheelchairs and tricycles from Disability Service and Help Centers. • Ensure all enrolled children attend school regularly and participate in final examinations.