Inclusive education has become an important educational approach aimed at ensuring equal learning opportunities for all students regardless of their physical, intellectual, social, emotional, or economic conditions. In recent decades, educational policies across the world have emphasised the integration of students with diverse learning needs into mainstream educational institutions. In India, several policy initiatives have been introduced to strengthen inclusive education within the formal school system. This study examines the challenges of implementing inclusive education in government secondary schools located in South Bengal. The research attempts to explore various structural, pedagogical, and socio-economic barriers that affect the successful implementation of inclusive learning practices. The study is based on qualitative and descriptive research methods using secondary data from academic literature, policy documents, and educational reports, along with sample survey-based observations.
The findings indicate that several challenges affect inclusive education in government secondary schools. These challenges include a lack of adequate infrastructure, a shortage of trained teachers, overcrowded classrooms, limited availability of assistive learning technologies, and a lack of awareness among parents and communities. The study also highlights the importance of teacher training, school infrastructure development, and community participation in promoting inclusive education. The paper concludes that although government policies support inclusive education, effective implementation requires coordinated efforts from teachers, administrators, policymakers, and local communities. Strengthening inclusive education practices can significantly contribute to educational equality and social development.
Inclusive Education, Secondary Education, Educational Equity, Teacher Training, South Bengal.
Sanjoy Mondal. Challenges of Inclusive Education in Government Secondary Schools in South Bengal. Indian Journal of Modern Research and Reviews. 2026; 4(4):213-219
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