Learning With Barriers: Disability and Inclusive Education in Shishu Shiksha Kendras, Murshidabad, West Bengal

Abstract

This study addresses challenges in translating inclusive education policy into practice in resource-constrained grassroots schooling, drawing on qualitative data from 51 participants including children, caregivers, teachers, and local officials. Focussing on Shishu Shiksha Kendras (SSKs) in Murshidabad, West Bengal, it uses classroom observations, semi-structured interviews, and document analysis to examine the educational experiences of children with disabilities. The findings identify interconnected structural, pedagogical, socio-cultural, and economic barriers that shape participation and learning. While inadequate infrastructure, limited teacher preparation, stigma, and household poverty constrain inclusion, local coping strategies such as peer support, caregiver mediation, and teacher improvisation create fragile spaces for participation, highlighting persistent gaps between policy intent and practice.