DHAKA: After three years of struggling to enroll her autistic daughter in a local school, Rikta Akter Banu had had enough. Refusing to accept the constant rejections, she decided to build her own school instead.
It all started in 2007, when Bristi Moni, now 23, was going to start her education. Having also cerebral palsy, which sometimes causes drooling, she was rejected by primary school teachers.
“When I first tried to admit Moni in 2007, I was told that children with special needs are not enrolled in general schools. But Moni was very eager to attend school. I tried again the following year, but once again my attempt failed,” Banu, a senior nurse, told Arab News.
She then traveled to Dhaka to the Ministry of Education and learned that every primary school had a quota to admit five children with disabilities. She cited the rule as she approached her local school again.
But despite the government rule, the authorities had not equipped the schools with the logistics and human resources needed to care for children with disabilities and she was requested to provide an attendant for her daughter. For some time, one of Moni’s friends, also a student, would help but the arrangement was not sustainable.
In 2009, Banu started building a school on her own.
“I was not ready to give up,” she said. “My husband donated a piece of ancestral land to build the school. To help with the construction, I sold a piece of land that I had inherited from my father. In total, it cost me around $8,000 to build the school.”
In 2010, the Rikta Akhter Banu Learning Disability School in Chilmari, Kurigram district opened its doors to the first batch of students.
Initially built for children who are autistic or have a learning disability, it now enrolls 300 students with different intellectual and physical disabilities.
“We teach the students various sign languages, body language, sports, music, sewing, and more. In addition, we provide them with primary health care, meals, and other services. We offer education up to grade 5,” Banu said.
“Our school is registered with the Department of Social Welfare, and as such, our curriculum is also approved by the authorities. A total of 21 teachers and support staff work at our school, with a portion of their salaries paid by the government.”
About 4.3 million Bangladeshis live with different types of disabilities. More than 50 percent of them have not received any kind of education.
The 2021 National Survey on Persons with Disabilities shows that only 23 percent of them have completed primary school.
Banu strives to expand the reach of her school. To run the institution, she spends about $2,500. As government support is limited, much of the amount comes from her own savings, contributions from teachers, and external donors.
“I dream of running a school with residential arrangements for all children with disabilities, so that children from distant areas can enroll here. Sometimes, family members hide these children away at home,” she said.
“My dream is that these children will receive an education and life skills while staying here, and find good livelihood opportunities with dignity. I hope the reputation of this school will spread across the country and around the world, so that many others will come forward to support learning opportunities for children with disabilities. They need cooperation and support, not sympathy.”
Last month, the Rikta Akhter Banu Learning Disability School was recognized for making a “positive impact on the community’s views around disability,” as Banu featured on the BBC’s 2024 list of 100 inspiring women.
It is also recognized at home but needs more support to flourish.
“Her school has become a symbol of possibility, showcasing how local solutions can address systemic challenges. Rikta’s work has not only provided education to children with disabilities but also changed perceptions within her community, fostering greater acceptance and understanding,” said Safi Rahman Khan, director of education, skills development and migration at Bangladesh’s largest development organization, BRAC.
“Her work is a testament to the power of inclusion and a call to action for us all to invest in initiatives that promote accessibility, opportunity, and respect for every individual. By supporting leaders like Rikta, we can create a future where no child is left behind, and every person can contribute to a more equitable and compassionate society.”
