Friday, 28 November, 2025
For pedestrians and bus passengers outside the National Press Club, the blaze of banners and ceaseless teachers’ protests is nothing new. From dawn to dead night, the pavement has turned into their enduring arena.
But a different kind of silence fell when eyes caught the banner of autism school teachers — a small group whose deep worry lines spoke louder than their slogans. Their five-point demand, centred on long-overdue recognition and MPO inclusion, drew an unusual pause from those who passed by.
In a country where autism remains a major public health challenge — complicated by stigma, scarce awareness, and a shortage of specialised facilities outside major cities — their call is both urgent and humane.
Chief Adviser Dr Muhammad Yunus recently recognised this need and instructed the Social Welfare Ministry to take required actions. But the ministry has yet to act, a delay the demonstrators blame on “bureaucratic bottlenecks in the absence of a strong elected government.”
“We have been staying here day and night for the dignity of thousands of people with autism,” said a woman teacher from an autism school in Patuakhali, speaking to this writer at midnight as she sat beside what the demonstrators now call their “homes on the ground.”
“We want recognition and MPO inclusion for the schools where we serve autistic children without any support. But nobody pays heed to us,” she said, tears welling in her eyes.
Recently, a seven-member delegation from the group entered the Secretariat hoping for progress.
Their demands include recognition and MPO inclusion for all special (autistic and disability) schools; disability-friendly infrastructure; a Tk3,000 monthly education stipend for special students; mid-day meals, learning materials, sports equipment and therapy centres; vocational training and employment pathways for special students; and enforcement of the reserved employment quota for persons with disabilities. The central demand is clear: bring all non-MPO educational institutions under the MPO scheme.
“We conduct board exams under our institutions and deliver excellent results for the nation. Yet the government shows no concern. We have been given assurances before, but nothing has been implemented,” said a leader of the Autism Teachers’ Coordination Committee.
Autism remains a pressing health and social issue in Bangladesh. A 2019 statement from the Social Welfare Minister estimated over 47,000 people living with autism, while ministry assessments suggested the true number of individuals with ASD could be as high as 1.4 million. Nearly 1,772 autism and disability-focused schools — many in rural areas — operate without government support.
Teachers say their work demands specialised training, adequate compensation, and resources such as AAC devices, structured learning materials, and reduced administrative burdens. They emphasise the need for deeper collaboration with families, better institutional support, and realistic workloads.
Social scientists say autism schools in Bangladesh urgently deserve greater attention because they serve a population that remains largely overlooked, despite the growing number of individuals diagnosed with Autism Spectrum Disorder (ASD).
Limited public awareness, persistent social stigma, and severe shortages of trained teachers, diagnostic facilities, and therapy centres—especially outside major cities—leave thousands of autistic children without the support they need to learn, communicate, and live with dignity.
Early intervention and specialised education are globally recognised as essential for the cognitive and social development of autistic children, yet most families in Bangladesh face high treatment costs and limited access to structured learning environments.
Strengthening autism schools is therefore not merely an act of welfare; it is an investment in transforming vulnerable lives, easing family burdens, and building a more inclusive society where every child, regardless of their neurological differences, has the opportunity to thrive.
The National Press Club area has now transformed into a convergence point for four major teachers' groups advocating for MPO inclusion, nationalisation, and policy reforms.
Among them are educators from recognised non-MPO institutions, autism and disability schools, independent Ebtedayee madrasahs, and groups demanding the appointment of religious teachers in primary schools.
Leaders from all platforms warn that if their demands continue to be ignored, they are prepared for an indefinite movement.
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For pedestrians and bus passengers outside the National Press Club, the blaze of banners and ceaseless teachers’ protests is nothing new. From dawn to dead night, the pavement has turned into their enduring arena.
But a different kind of silence fell when eyes caught the banner of autism school teachers — a small group whose deep worry lines spoke louder than their slogans. Their five-point demand, centred on long-overdue recognition and MPO inclusion, drew an unusual pause from those who passed by.
In a country where autism remains a major public health challenge — complicated by stigma, scarce awareness, and a shortage of specialised facilities outside major cities — their call is both urgent and humane.
Chief Adviser Dr Muhammad Yunus recently recognised this need and instructed the Social Welfare Ministry to take required actions. But the ministry has yet to act, a delay the demonstrators blame on “bureaucratic bottlenecks in the absence of a strong elected government.”
“We have been staying here day and night for the dignity of thousands of people with autism,” said a woman teacher from an autism school in Patuakhali, speaking to this writer at midnight as she sat beside what the demonstrators now call their “homes on the ground.”
“We want recognition and MPO inclusion for the schools where we serve autistic children without any support. But nobody pays heed to us,” she said, tears welling in her eyes.
Recently, a seven-member delegation from the group entered the Secretariat hoping for progress.
Their demands include recognition and MPO inclusion for all special (autistic and disability) schools; disability-friendly infrastructure; a Tk3,000 monthly education stipend for special students; mid-day meals, learning materials, sports equipment and therapy centres; vocational training and employment pathways for special students; and enforcement of the reserved employment quota for persons with disabilities. The central demand is clear: bring all non-MPO educational institutions under the MPO scheme.
“We conduct board exams under our institutions and deliver excellent results for the nation. Yet the government shows no concern. We have been given assurances before, but nothing has been implemented,” said a leader of the Autism Teachers’ Coordination Committee.
Autism remains a pressing health and social issue in Bangladesh. A 2019 statement from the Social Welfare Minister estimated over 47,000 people living with autism, while ministry assessments suggested the true number of individuals with ASD could be as high as 1.4 million. Nearly 1,772 autism and disability-focused schools — many in rural areas — operate without government support.
Teachers say their work demands specialised training, adequate compensation, and resources such as AAC devices, structured learning materials, and reduced administrative burdens. They emphasise the need for deeper collaboration with families, better institutional support, and realistic workloads.
Social scientists say autism schools in Bangladesh urgently deserve greater attention because they serve a population that remains largely overlooked, despite the growing number of individuals diagnosed with Autism Spectrum Disorder (ASD).
Limited public awareness, persistent social stigma, and severe shortages of trained teachers, diagnostic facilities, and therapy centres—especially outside major cities—leave thousands of autistic children without the support they need to learn, communicate, and live with dignity.
Early intervention and specialised education are globally recognised as essential for the cognitive and social development of autistic children, yet most families in Bangladesh face high treatment costs and limited access to structured learning environments.
Strengthening autism schools is therefore not merely an act of welfare; it is an investment in transforming vulnerable lives, easing family burdens, and building a more inclusive society where every child, regardless of their neurological differences, has the opportunity to thrive.
The National Press Club area has now transformed into a convergence point for four major teachers' groups advocating for MPO inclusion, nationalisation, and policy reforms.
Among them are educators from recognised non-MPO institutions, autism and disability schools, independent Ebtedayee madrasahs, and groups demanding the appointment of religious teachers in primary schools.
Leaders from all platforms warn that if their demands continue to be ignored, they are prepared for an indefinite movement.
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