Status of Secondary Special Schools in West Bengal: Resources, Teacher Roles, and Curriculum

Abstract

Inclusive education aims to provide equal educational opportunities for students with impairments. In India, regulations such as the Right to School Act and the Rights of Persons with Disabilities Act prioritize the inclusion of children with special needs in the formal educational system. However, the operation of secondary special schools remains a challenge, particularly in states such as West Bengal. This review looks at the current literature on the state of secondary special schools in West Bengal, focusing on resource availability, teacher roles and readiness, and curriculum adaptation. The findings highlight ongoing problems, including inadequate infrastructure, limited access to assistive technologies, insufficient teacher preparation, and rigid curricula that fail to address students' diverse needs. Furthermore, policy execution remains inconsistent due to funding constraints and ineffective monitoring procedures. Despite these challenges, teacher commitment, community participation, and inclusive pedagogical approaches provide opportunities to improve the quality and equality of secondary special education.