This can lead to the disabled child effectively being internally excluded from learning and may often lead to the child dropping out. This can be a particularly strong pressure where national curricula and assessment policies are too rigid, competitive and do not allow for flexibility and collaborative working. The external requirements placed on schools by government should be addressed by curriculum and assessment reform. The BRAC informal schools in Bangladesh have recently demonstrated that where teachers are trained in child-friendly methods and in how to accommodate girls and disabled children there is a lower drop-out rate for both groups before transfer to lower secondary state school than in state primary schools.