Community Attitudes towards Inclusion and Empowerment of Children with Disabilities in Bangladesh: A Cross-sectional Quantitative Study

Background: Children with disabilities in Bangladesh continue to face barriers to social participation and inclusive education, many of which are shaped by community knowledge, attitudes, and social norms. Understanding these attitudes is important for designing interventions that promote inclusion and reduce stigma. Aim: This study examined community attitudes toward children with disabilities in selected areas of Bangladesh, with particular attention to social acceptance, perceived societal treatment, and views on inclusive schooling. Methods: A cross-sectional quantitative survey was conducted among 476 adult community members residing in selected project intervention areas. Data were collected through face-to-face interviews using a structured questionnaire adapted from UNICEF Knowledge, Attitude, and Practice tools and partner survey instruments. The questionnaire used five-point Likert-scale items across four domains. Data were analyzed using descriptive statistics, including frequencies, percentages, and cross-tabulations. Results: The findings indicate that community attitudes were mixed and often contradictory. While many respondents expressed acceptance of children with disabilities in less personal social settings, greater reluctance was evident in relation to close social relationships. Approximately 64.1% of respondents agreed or strongly agreed that they did not know enough overall about children with disabilities, while 25.0% agreed or strongly agreed that they felt insecure about how to behave around them. Support for inclusive education was limited: 89.3% disagreed or strongly disagreed that children with disabilities should attend regular schools and regular classes, and 86.3% similarly disagreed that inclusive schooling would help other children learn tolerance and respect for diversity. At the same time, many respondents rejected the view that inclusion is impossible, suggesting that attitudes are not fixed and may be responsive to intervention. Conclusion: Community attitudes remain an important barrier to the inclusion of children with disabilities in Bangladesh, particularly in relation to close social interaction and inclusive education. Knowledge gaps, discomfort, and entrenched social norms appear to limit support for participation in mainstream settings. These findings suggest the need for targeted awareness initiatives, stronger community engagement, and greater advocacy and institutional support for inclusive education.