Abstract This study examines the experiences of Scheduled Caste (SC) and Scheduled Tribe (ST) students with disabilities in government schools in Kolkata, India, exploring how the intersection of caste and disability influences access to inclusive education. Using qualitative methods, including classroom observations and interviews with students, teachers and community members, the research highlights a spectrum of practices and conditions. It identifies promising inclusive strategies such as peer support, teacher sensitivity and informal differentiation, while also drawing attention to persistent challenges, including large class sizes, limited teacher preparation and caste‐related social dynamics. The children's voices offer insight into the emotional and relational aspects of school life, revealing moments of belonging as well as subtle exclusions. The study advocates for intersectionally informed teacher development, stronger community‐school linkages and culturally responsive approaches that can be adapted to low‐resource settings. Implications are offered for educators, school leaders and policymakers working toward equitable and inclusive education.
Anamika Sinha (Thu,) studied this question.