Status Of Implementation Of Inclusive Education At Secondary Schools In West Bengal

Abstract

Inclusive education is a strategy to universalize education which aims to integrate all children, regardless of background or disabilities, into regular school systems. This study examines the implementation of inclusive education in secondary schools of West Bengal, focusing on the facilities provided, challenges faced, and teachers' perceptions of classroom management and school administration. A qualitative research method was used and data were collected from 170 secondary school teachers and 18 school heads through questionnaires, checklists, and semi-structured interviews. The analysis, conducted through percentage and qualitative methods, revealed a significant lack of essential facilities such as resource rooms, accessible toilets, and transport for disabled children, and inclusive materials. Additionally, 82.35% of teachers reported difficulties in managing inclusive classrooms, regarding classroom size (70%), insufficient class time (66.47%), and inadequate training (60.59%) as major issues. Despite these challenges, most teachers felt supported by their school administrations in implementing inclusive education. Key challenges identified included poor infrastructure, classroom sizes, guardian’s unwillingness to admit their disabled or mentally challenged students in general schools, difficulties in reaching disabled students, students' reading and writing difficulties, lack of trained teachers, and increased teacher workload.