Dr. M. Tariq Ahsan has conducted a significant amount of research on educational reforms, equity and inclusion, gender, EiE, SDGs, ECCD, TVET, Higher Education, Special Educational Needs and many other issues. He conducted a situation analysis study on education for children with special educational needs for Asian Development Bank for designing the country priority areas for Bangladesh. Designing many of those research studies are groundbreaking and pioneer in the context of Bangladesh. He has more than 100 publications in different forms based on his research studies. His works are published in World’s prestigious journals and publishing agencies including Cambridge Journal of Education, Oxford Encyclopedia. Due to his wide range of contributions in knowledge generation.

a. Journal Publications: International

1.      Ahsan, M. T., Shaukat, S. & Islam, T. (In review). Teacher Educators’ Intentions, Concerns and Perceived Efficacy to Teach Students with Diverse Needs in the Context of United Arab Emirates. International Journal of Inclusive Education.

2.      Islam, T., & Ahsan, M. T. (2022). Attitudes of English medium schoolteachers in Bangladesh towards inclusive education: Challenges and possible solutions. International Journal of Whole Schooling, 18(2), 54-87.

3.      Ahsan, M., & Malak, M. (2020). Teaching efficacy and inclusive practices in Asian countries. In The Oxford Encyclopedia of Inclusive and Special Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1227

4.      Ahsan, M. T. & Sharma, U. (2018). Pre-service teachers’ attitudes towards inclusion of students with high support needs in regular classrooms in Bangladesh. British Journal of Special Education, 45(1), 81-97. DOI: 10.1111/1467-8578.12211

5.      Ahsan, M. T (2017). Challenges of inclusive educational reforms in Asian Countries. Asian Journal of Inclusive Education (AJIE), [editorial], 5 (1), 1-3.

6.      Ahsan, M. T (2016). Achieving quality education for all: It is all about embracing diversity to ensure equity and inclusion into education. Asian Journal of Inclusive Education, [editorial], 4 (1), 1-3.

7.      Ahsan, M.T. (2015). Theory of planned behaviour as a potential framework for predicting teachers’ performances in inclusive classrooms: A review. Bangladesh Journal of Educational Research, 1(2), 1-11.

8.      Ahsan, M. T. (2015). Teachers’ perspective of inclusive education: A central agenda for successful implementation. Asian Journal of Inclusive Education, 3(1), 1-2.

9.      Ahsan, M. T. (2014). Pre-service teachers’ self-efficacy: improving teacher effectiveness in inclusive classrooms. Bangladesh Education Journal, 13(1), 39-50. 

10.  Ahsan, M. T. (2014). Inclusive Education: A strategy to address to ensure equal right to education. Asian Journal of Inclusive Education, 2(1), 1-3.

11.  Ahsan, M. T. (2014). Inclusive Education: A strategy to address to ensure equal right to education. Asian Journal of Inclusive Education, 2(1), 1-3.

12.  Ahsan, M. T., Deppeler, J., & Sharma, U. (2013). Predicting pre-service teachers’ preparedness for inclusive education: Bangladeshi pre-service teachers’ attitudes and perceived teaching-efficacy for inclusive education. Cambridge Journal of Education, 43 (4), 517-535. DOI:10.1080/0305764X.2013.834036

13.  Ahsan, M. T. & Mullick, J. (2013). The journey towards inclusive education in Bangladesh: Lessons Learned. Prospects, 43(2), 151-164.DOI 10.1007/s11125-013-9270-1

14.  Ahsan, M. T. (2013). Inclusive Education in developing countries: anticipating louder voice based on the contextual research studies. Asian Journal of Inclusive Education, 1(1), 1-2.

15.  Ahsan, M. T., Sharma, U., Deppeler, J. (2012). Exploring pre-service teachers’ perceived teaching-efficacy, attitudes and concerns about IE in Bangladesh. International Journal of Whole Schooling, 8(2), 1-20.

16.  Ahsan, M. T., Sharma, U., Deppeler, J. (2012) Challenges to prepare pre-service teachers for inclusive education in Bangladesh: beliefs of higher educational institutional heads. Asia Pacific Journal of Education (APJE), 32(2); 1-17. Available at: DOI: 10.1080/02188791.2012.655372

17.  Ahsan, M. Tariq & Burnip, L. (2007). Inclusive education in Bangladesh. Australasian Journal of Special Education (AJSE). 31(1), 61-71. DOI: 10.1080/10300110701255807

b. Journal Publications: National

18.  Tahsein, S. S. & Ahsan, M. T. (2016). Four-year B.Ed. (Honours) students’ attitude towards inclusive education in Bangladesh. Primary Education Journal, Vol. 9 (1), 27-49.

19.  Ahsan, M.T. (2015). Theory of planned behaviour as a potential framework for predicting teachers’ performances in inclusive classrooms: A review. Bangladesh Journal of Educational Research, 1(2), 1-11.

20.  Ahsan, M. T. (2015). Importance of early identification and early intervention for ensuring participation of children with disabilities in inclusive education in Bangladesh (In Bangla).  Bangladesh Shiksha Samoieky, Year 12, Vol1, 23-29. 

21.  Johora, F. T. & Ahsan, M.T. (2015). Headteachers’ understanding about inclusive education from the perspective of disability: A case of some selected schools in a district of Bangladesh. Bangladesh Journal of Educational Research, 1(1), 75-90.

22.  Ahsan, M. T. (2014). Pre-service teachers’ self-efficacy: improving teacher effectiveness in inclusive classrooms. Bangladesh Education Journal, 13(1), 39-50. 

23.  Ahsan, M. T. Hossain, I. & Siddik, A. B. (2014). Proposed draft education act 2013 and inclusive education: an analytical review and recommendations (In Bangla). Bangladesh Shiksha Samoieky, Year 11, Vol 1, 22-41.

24.  Johora, F. T. & Ahsan, M. T. (2014). Importance, probability and recommendations regarding inclusive education in pre-primary education in Bangladesh (In Bangla). Bangladesh Shiksha Samoieky, Year 11, Vol 1, 50-59.

25.  Ahsan, M. T., Sharma, U., Deppeler, J. (2011). Beliefs of pre-service teacher education institutional heads about inclusive education in Bangladesh. Bangladesh Education Journal, 10(1), 9-29. 

26.  Azam, S., Ahsan, M. T. & Syed, A. (2010). Prevalence of children with special needs in the government primary schools of Bangladesh. NAEM Journal, 5(10), 89-95.

27.  Ahsan, M. Tariq (2010). Inclusive education and the national education commission 2009: A review and some recommendations (In Bangla). Bangladesh Shiksha Samoieky, 7(2), 55-65.

28.  Ahsan, M. Tariq (2009). Interagency cooperation and collaboration: How much it is Important for Ensuring Participation of Children with Special-needs in the Mainstream Primary Education in Bangladesh? Teachers’ World, Vol 33-34, p. 167-176.

29.  Azam, S., Ahsan, M. T. & Syed, A. (2009). Sensory processing for learning development in children with autism spectrum disorder (ASD).NAEM Journal, 5 (9), 40-50.

30.  Azam, S., Ahsan, M. T. & Syed, A. (2009). Second Primary Education Development Program & Inclusive Education (In Bangla). Bangladesh Shiksha Samoieky, 6(2), 21-29.

31.  Ahsan, M. Tariq (2008). Do gifted students underachieve? : Teachers role to identify and reverse underachievement in gifted students. Teachers’ World, Vol 32, p. 43-51.

32.  Ahsan, M. Tariq (2007). The necessity of Parent-Educator-Professional Partnership in Autism Spectrum Disorder. Teachers’ World, Vol 30-31, 35-43.

33.  Ahsan, M. Tariq (2007). Mainstream Education & Children with Special Needs in Bangladesh (In bangla). Bangladesh Shiksha Samoieky, Year 4, Vol 1, 7-14.

34.  Ahsan, M. Tariq (2006). Inclusive education acts and policies in some selected countries including Bangladesh. Bangladesh Education Journal, 5(1), 58-63.

35.  Ahsan, M. T. et.al. (2005). Identification of education provisions for children with hearing impairment in Bangladesh and their practices in reality. Dhaka University Studies, p.163-174.

36.  Ahsan, M. Tariq (2005). Education, gender and employment status of people with disabilities in Bangladesh. Teachers’ World, Vol 28-29, 195-204.

37.  Ahsan, M. Tariq et.al. (2005). Participatory national education budget analysis: Children with disabilities. Teachers’ World, Vol 28-29, 155-168.

38.  Ahsan, M. Tariq et.al. (2003). Academic & social integration of hearing-impaired pupils into mainstream educational settings. The Social Science Review. 20(1), 125-140.

39.  Anam, N. & Ahsan, M. Tariq (2002). The feminine dimension of disability. Teachers’ World. Vol 24-25, 111-125.

40.  Ahsan, M. Tariq et.al. (2002). Educating children in difficult circumstances-Children with disabilities. Bangladesh Education Journal, 1(1). 25-44.

c. Book Chapters: International

1.      Ahsan, M. T. (2025). Mainstreaming the concept of equity and inclusion into Bangladeshi education: What can we learn from the experience? In J. Banks (Eds.), Conversations and key debates in inclusive and special education: Global insights from ‘The Inclusion Dialogue’. University of Dublin: Routledge. Available at: https://books.google.com.bd/books?id=ow1IEQAAQBAJ&lpg=PA1968&pg=PA1992#v=onepage&q&f=true

2.      Ahsan, M. T. (2024). Achieving vision 2041 in Bangladesh: Is it possible without transformation of tertiary education? In A. Chowdhury & U. A. Chowdhury (Eds.). Blended learning in smart education: Perspectives from South Asia. Dhaka: Aspire to Innovate-a2i, Cabinet Division, ICT Division and UNDP. ISBN 978-984-35-5927-2.

3.      Ahsan, M.T. (2023). Global trends of policy reform for educational transformation: Observing the changes from the perspective of equity and inclusion in education. In B. Nanda & Manas K.S. (Eds.), Implementing and execution of NEP 2020 in the light of inclusive education. (pp. 9-14). Delhi: Renova International Publications.

4.      Malak, S.; Ahsan, M.T. and others (2023). Status of secondary teachers’ attitudes towards inclusive education in Bangladesh and Timor-Leste. In B. Nanda & Manas K.S. (Eds.), Implementing and execution of NEP 2020 in the light of inclusive education. (pp. 24-30). Delhi: Renova International Publications. Available at: https://www.researchgate.net/publication/377785466

d. Books and Book Chapters: National

5.      Ahsan, et al. (2022-24). Digital Technology Textbooks for Grade VI to Grade X. Dhaka: National Curriculum and Textbook Board.

6.      Ahsan, M.T. & Bhuiyan, M. R. (2022). Post COVID Education & Teaching Learning Strategies. (Bangla Book). Dhaka: Lipikor Publications.  ISBN : 978-984-94600-1-5

7.      Ahsan, M. T. et al. (2017). Nishobdo Bhab Binimoy. [Silent Communication, A book on Bangla Sign Language]. Dhaka: ACIE. ISBN 978-984-34-1777-0

8.      Ahsan, M.T., Hossain, I. & Akther, M. M. (2015). Shikkhok Prossikhon e Ekivuto Shikkhar Proshar:  (Inclusion in Teacher Training: Advocacy Guide; Bangla Book). Dhaka: UNESCO-Dhaka, IER, University of Dhaka and ACIE, ISBN 978-984-33-9311-1.

9.      Anam, N. Ahsan, M. T. & Nasima, A. (2011). Hearing impairment: Cause, prevention and development assistance (Bangla Book), Dhaka: CSID, ISBN 978-984-33-3531-9

10.  Anam, N & Ahsan, M. Tariq (2000). Assistive devices for the people with hearing impairment (Booklet in Bangla). Dhaka: Center for Disability in Development (CDD).

11.  Ahsan, M. T. et al. (2017). Shishura Kivave Sekhe [How do children learn? Bangla Book]. Mahmuda Akter (Eds.). Dhaka: Bangla Publishers.

e. Research Reports

1)      Ahsan M. T.  et al. (2023). Students’, Parents’ and Teachers’ Perception about Equity and Inclusion in Education during COVID 19 in Bangladesh. Dhaka: Save the Children. [Role: Team Lead]

2)      Ahsan M. T.  et al. (2022). An In-depth study on Online Pedagogy in Bangladesh. Dhaka: NewVision Solutions Ltd. [Role: Team Lead]

3)      Ahsan M. T.  et al. (2021). Study on Exploring Student Perspective on Micro-credentials. Dhaka: UNDP. [Role: Team Lead]

4)      Ahsan M. T.  et al. (2021). An assessment study of neuro-development disability (NDD) centres operated by BRAC. Dhaka: BRAC. ISBN 978-984-34-3496-8. [Role: Team Lead]

5)      Ahsan M. T.  et al. (2020). A Baseline study of the project “Gender Transformative Early Childhood Development”. Dhaka: Plan International. [Role: Team Lead]

6)      Ahsan M. T.  et al. (2020). Situation Analysis on Special Education for Children with Moderate to Severe Disabilities in Bangladesh. Dhaka: ADB [Role: Team Lead]

7)      Ahsan M. T.  et al. (2020). End Line Study of the Project- Developing a Model of Inclusive Education in Bangladesh (DMIE) project. Dhaka: Plan International [Role: Team Lead]

8)      Ahsan M. T.  et al. (2019). Study on the Bangladesh Higher Education Sub-sector to explore potential JICA Projects. Dhaka: JICA [Role: Team Lead]

9)      Ahsan M. T.  et al. (2019). Study on Mapping of Approaches and Sustainability Analysis of Community based Child Care Centres. Dhaka: Synorgos. [Role: Team Lead]

10)  Ahsan M. T.  et al. (2019). External Evaluation of Education in Emergency Project for FDMN. Dhaka: VSO. [Role: Team Lead]

11)  Ahsan M. T.  et al. (2019). The Development of National Skills Framework for Adolescent in Bangladesh. Dhaka: UNICEF. [Role: Team Lead]

12)  Ahsan M. T.  et al. (2018). Review Study of Education Policies and Plans to Identify the Priority Aspects for Inclusion in line with SDG 4. Dhaka: UNESCO. [Role: Team Lead]

13)  Ahsan M. T.  et al. (2017). Study on Primary Level Teacher Education for Inclusive Education in Bangladesh. Dhaka: Save the Children International, Bangladesh. ISBN 978-984-34-3496-8. [Role: Lead Researcher]

14)  Ahsan M. T.  et al. (2017). Exploring the Causes of Dropout of Children with Disabilities in Primary Schools in Bangladesh. Dhaka: DRRA, ACIE & UNESCO Dhaka. [Role: Lead Researcher]

15)  Ahsan M. T.  et al. (2017). Holistic Approach towards Promotion of Inclusive Education (HOPE). Dhaka: Save the children. [Role: Lead Researcher]

16)  Ahsan, M. T. et al. (2016). Teacher education programme in Bangladesh: Inclusiveness for children with disabilities. Dhaka: ActionAid Bangladesh. ISBN 978-984-34-0765-8. [Role: Lead Researcher]

17)  Ahsan M. T. et al. (2015). Situation analysis of education of children with disabilities in Bangladesh. Dhaka: Sightsavers. ISBN 978-984-33-8460-7. [Role: Lead Researcher]

18)  Ahsan M. T. et al. (2013). Ensuring right to education: An in-depth study on situation of out of school children in selected government primary schools in Bangladesh. Dhaka: Plan Bangladesh. [Role: Lead Researcher]

19)  Ahsan, M. T. (2013). National Baseline Study for “Developing a model of inclusive primary education in Bangladesh project” based on secondary data. Dhaka: Plan Bangladesh. ISBN 978-984-33-7159-1. [Role: Lead Researcher]

20)  UNESCO-Bangkok (2004). Embracing Diversity: Toolkit for Creating Inclusive Learning Friendly Environment. A big volume of six parts Teachers’ Training Toolkit for Inclusive Education (in English), ISBN 92-9223-032-8. [Role: Development Team Member]

21)  Centre for Services and Information on Disability-CSID (2002). The Feminine Dimension of Disability: A study on the situation analysis of adolescent girls and women with disabilities in Bangladesh (Research Report in English). Total page. 103, ISBN 984-32-0366-6. [Role: Study Team Member]

22)  Centre for Services and Information on Disability-CSID (2002). Fifty Tales of adolescent girls and women with disabilities in Bangladesh (in Bangla). Total page. 90, ISBN 984-32-0365-8. [Role: Study Team Member]

23)  Centre for Services and Information on Disability-CSID (2002). Employment Situation of People with Disabilities in Bangladesh (Research Report in English). Page 41, ISBN 984-32-0367-4. [Role: Study Team Member]

24)  Centre for Services and Information on Disability-CSID (2002). Employment Situation of People with Disabilities in Bangladesh (Research Report in Bangla). Page. 47, ISBN 984-32-0476-X [Role: Study Team Member]

25)  Directorate of Primary Education-DPE and CSID (2002). Educating Children in Difficult Circumstances-Children with Disabilities (Research Report in English). Page 80. [Role: Study Team Member]

26)  CDD. (2002). Manual on Sign Supported Bangla (3 sets), ISBN 984-8305-00-9 (Set) [Role: Task Group Leader]

27)  Ahsan, M. T. et al. (2001). Study on Participatory National Budget Analysis: Education of Children with Disabilities. Dhaka: ActionAID Bangladesh. [Role: Study Team Member]

f. Publications in Newsletters

1.      Ahsan, M. T. (2011). Otitis Media: A Major Cause of Childhood Hearing Loss and School Dropout. Inclusion Newsletter: Bangladesh. Vol. 5-6, Issue 5-6.  ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

2.      Ahsan, M. T. (2009). Inclusive education in the context of Bangladesh. Inclusion Newsletter: Bangladesh, 4 (4). ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

3.      Ahsan, M. Tariq (2008). Neural tube defects: Some strategies for inclusion of people with NTDs in mainstream life. Inclusion Newsletter: Bangladesh, Vol. 3 Issue 3. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

4.      Ahsan, M. Tariq (2007). Autism spectrum disorder: Analyzing the issue from professional to parental point of view. Inclusion Newsletter: Bangladesh, Vol. 2 Issue 2. ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).

5.      Ahsan, M. Tariq (2006). Necessity of Early Detection and Intervention of Special Needs for Successful Inclusion of People with Disabilities in BD. Inclusion Newsletter: Bangladesh, 1 (1). ISSN 2227-9571 (Online) ISSN 2227-9318 (Print).