International Journal of Social Science Research (IJSSR)

Accessibility and Readiness of Government Schools of West Bengal for Children with Special Needs: An Explorative Study

Inclusive education is a fundamental right that ensures equal learning opportunities for all children, including children with special needs (CWSN). Government schools play a crucial role in providing accessible and effective education. This exploratory study evaluates the accessibility and readiness of 104 government schools in West Bengal’s Medinipur Division, selected through stratified random sampling by assessing physical infrastructure, assistive technology, human resources, and training. Using a semi-structured observation checklist aligned with the Rights of Persons with Disabilities (RPwD) Act, 2016, and UDISE+ 2023-24 NEP structure, data were collected through direct school visits from February to May 2025. Results indicate a drastic policy-practice discrepancy. Less than 30% of schools had basic physical access. More importantly, 72% did not have special educators, and less than 10% used therapists or professionally trained support staff. There was a severe shortage of high-tech assistive technology, which has greatly restricted educational involvement. Although there were isolated best practices, systemic challenges such as a lack of proper infrastructure, human resources, and specialised human resources remain. The paper highlights the high urgency of specific interventions, increased assistance to assistive devices, mandatory and ongoing teacher training on inclusive pedagogies, and strict adherence to the requirements of the RPwD Act. The need to fill these gaps is necessary to convert government policy into practice of providing equitable educational inclusion to CWSN.