The National Education Policy (NEP) 2020 emphasizes the importance of inclusive education for equitable learning opportunities for children with disabilities. This aligns with the Rights of Persons with Disabilities Act, 2016, and global initiatives like Sustainable Development Goal 4. However, the implementation of this policy in West Bengal shows considerable shortcomings. This study assessed the current status of inclusive education for children with disabilities in WestBengal, identified key challenges, and offered actionable recommendations. It involved a review of government reports, academic studies, and organizational research through a qualitative lens. The findings underscored significant obstacles, such as inadequate infrastructure—over 60% of schools lack ramps or accessible restrooms—and a shortage of trained educators, with only 18% having training in inclusive methods. Additionally, socio-cultural stigmas and low parental awareness further restrict educational access for children with disabilities, especially in rural regions. Systemic problems, including poor inter-departmental coordination and limited oversight, exacerbate these issues. The study recommended enhancing school infrastructure, requiring teacher training in inclusive education, promoting awareness campaigns, and utilizing technology to assist students with disabilities.
Biswas et al. (Tue,) studied this question.