This study seeks to answer the following research questions:

1. What are the primary challenges faced by disabled students in Bangladesh when pursuing their education?
2. What are the socio-cultural, economic, and policy-related factors contributing to these challenges?
3. How do these challenges impact the academic performance, mental health, and overall well-being of disabled students?
4. What strategies or interventions can be implemented to mitigate these challenges and promote inclusive education in Bangladesh?
5. General objective: the general objectives of the study identify the main challenges of disabled students to pursue their education.

6. Specific objectives:

   v  To explore the disabled students social challenges

   v  To explore the disabled students Economics challenges

   v  To explore the disabled students Institutional challenges

   v  To explore the disabled students friends and family

v  To explore the disabled students social challenges

v  To explore the disabled students Economics challenges

v  To explore the disabled students Institutional challenges

v  To explore the disabled students friends and family

3. Research Methodology 3.1 Research Design This study will employ a mixed-methods research design, combining both quantitative and qualitative data collection and analysis methods will be used to get a comprehensive picture of disabled student’s education challenges in Bangladesh. 3.2 Data Collection Quantitative Data: Conduct surveys among disabled students in various educational institutions across Bangladesh to gather quantitative data regarding the challenges they face and their impact on academic performance and well-being. Qualitative Data: Semi-structured interviews will be conducted with disabled students, teachers, parents, educational administrators, and relevant policymakers. These interviews will provide in-depth insights into the experiences, perceptions, and recommendations regarding the challenges faced by disabled students in the educational context and potential solutions. Study area: The study will be conducted proportionately in different public, private and national university of Bangladesh. Study population: The study populations will be the different types of disabled university level students in Bangladesh to get a comprehensive idea of disabled student’s education challenges in Bangladesh. Sampling Technique: A convenient sampling technique will be used to reach the target sample. Selection of Sample: All targeted respondents will be covered as sample (100 Disabled students) under the total questionnaire survey in face to face interviews. However, if requires online survey will also be to collect data. 3.3 Data Analysis After checking and cross-checking of the collected data, all the questionnaires will be coded and entered into the SPSS data base .Quantitative data will be analyzed using statistical software spss and qualitative data will be analyzed thematically. Triangulation

4. Expected outcomes This research aims to make several contributions: • Provide a comprehensive understanding of the challenges faced by disabled students in Bangladesh when pursuing education. • Highlight the factors contributing to these challenges, including socio-cultural, economic, and policy-related factors. • Offer insights into the impact of these challenges on academic performance, mental health, and overall well-being. • Propose evidence-based strategies and interventions to promote inclusive education in Bangladesh.

7. References Ahmmed, M., Sharma, U., & Deppeler, J. (2014). Variables affecting teachers’ intentions to include students with disabilities in regular primary schools in Bangladesh. Disability and Society, 29(2), 317–331. https://doi.org/10.1080/09687599.2013.796878 Malak, M. S., Begum, H. A., Habib, A., Shaila, M., & Moninoor, M. (2013). Inclusive Education in Bangladesh : Policy and Practice. AARE Annual Conference, Adelaide, 1–15. Šiška, J., & Habib, A. (2013). Attitudes towards disability and inclusion in Bangladesh: From theory to practice. International Journal of Inclusive Education, 17(4), 393–405. https://doi.org/10.1080/13603116.2011.651820