Inclusive education aims to ensure equitable learning opportunities for all students, regardless of their physical, intellectual, social, emotional, linguistic, or other conditions. It is crucial to improve teachers knowledge and skills to better support students with special needs. Inclusive education continues to face various challenges and confusion regarding its implementation. This study examined the teachers perspectives in inclusive education implementation in selected schools in Coochbehar, West Bengal as a basis for a proposed intervention plan. This qualitative study explores the Perspectives of school teachers working in rural primary schools of Coochbehar, West Bengal regarding the practices, challenges, and possibilities of Inclusive education. A total of 18 rural primary school teachers participated in the study of government Institution. The data were gathered through two method only one is primary data(Interviews,& Questionnaires) and another is Secondary data (Research Article, Research Paper, Google form, e-book, website, Online survey, research project etc.) analysis. The result of this study showed that while teachers largely support the philosophy of inclusive education, they often straggle with insufficient training, lack of resources, and minimal community awareness. Teacher were not fully aware of inclusive education policy and practice. Inclusive education needs to be funded separately by all levels of government. It advocated for intervention plan and resources to support the effective implementation of inclusive education.
Mrityunjay Ishore (Thu,) studied this question.