Teachers' Understanding of Inclusive Education Practices for Educating Students with Disabilities at mainstream Secondary Schools in Bangladesh

This article intends to explore and describe teachers' understanding of inclusive education practice for children with disabilities at mainstream secondary schools in Bangladesh. Therefore, the article concentrated on/around two vital phenomena: ' inclusive education practice' and ' teacher’. A phenomenological research design within a qualitative research framework has been applied for answering the main research question: 'What does it mean by inclusive education practice to the secondary school teaches in Bangladesh?' As venture for bringing forward the voice of teachers, a thematic analysis that emerged from the rich textural-structural descriptions which reflect that the school systems were not ready yet to embrace inclusive education. Teachers identified multidimensional barriers and significant challenges in practicing inclusive education. Though the findings of this study cannot be generalized because of the small number of participants, it would allow us to better understand the future priorities of educational provisions from teachers ' perspectives for students with disabilities within an inclusive setting and systematic inclusion demands an all-out reform within the entire public education system of Bangladesh.