Blended Model for Promoting Educational, Vocational and Social Inclusion of Students with Neuro-Developmental Disabilities: A Case Study of Proyash Institute of Special Education, Dhaka, Bangladesh
Shahriar Pranto1 and Md. Waliullah2
1 Senior Lecturer, Proyash Institute of Special Education and Research (PISER), affiliated with Bangladesh University of Professionals (BUP), Dhaka-1206, Bangladesh, https://orcid.org/0009-0009-8085-9360. 2 Research and Documentation Officer, Institute for Teacher Competency and Excellence, Bangladesh, https://orcid.org/0009-0005-0828-9843.
DOI:
PISER JOURNAL | Volume 3 | Issue 1 | 2026
Abstract
This study explored how the Proyash Institute of Special Education supports the promotion of educational, vocational and social inclusion for students with neuro-developmental disabilities (NDDs) in Bangladesh. Where the qualitative case study approach was used to explore the views and experiences of stakeholders within its real-life institutional context. Data were collected from parents, students, teachers, school leaders and education experts through focus group discussions, semi-structured and key-informant interviews, classroom and school facility observations. The findings highlight that the blended model of Proyash combines academic, therapeutic, and community-based interventions that significantly contribute to the inclusion of students with neuro-developmental disabilities (NDDs). In particular, play-based learning, tailored instructional strategies, and accessible learning materials have enhanced students' confidence and motivation to participate in learning and other activities. Parental views showed the positive improvements in their children‟s intellectual, social, physical, emotional and communication development. The study also revealed that Proyash actively supported transitions to the mainstream of school and employment through sports and community engagement programmes. Institutional infrastructure and support services like speech, occupational, and physiotherapy services were found to be so well-equipped and effective that they indicated the institution's contribution to holistic development.
Keywords: Blended model, Students with neuro-developmental disabilities, Educational inclusion, Vocational inclusion, Social inclusion
