This paper assesses the application of inclusive education in the West Bengal primary schools by surveying 270 students. Evaluating the responsiveness of teachers, the availability of infrastructure, peer interaction and curriculum integration, it shows that there are serious gaps: only 38 percent of them claim that they have sufficient teacher support, 25 percent of infrastructure is accessible, and 38 percent report that peer interaction occurs. The barriers are as follows: insufficient teacher training (68%), poor infrastructure (62%), and low level of peer awareness (49%). The students support teacher workshops (79%), ramps/toilets (74%), peer sensitization (68%), and learning aids (63%). Results highlight the need to take specific measures in order to transition between enrollment and real inclusion.
Jhuma Biswas (2026) studied this question.