Published Paper Details:

Inclusive education seeks to provide equitable learning opportunities for all students, including those with disabilities and from socio-economically disadvantaged groups, within mainstream classrooms. In Bihar, one of India's most educationally challenged states, secondary school teachers encounter multiple barriers that hinder the effective implementation of inclusive education policies such as the Right to Education (RTE) Act 2009, the Rights of Persons with Disabilities (RPwD) Act 2016, Samagra Shiksha, and the National Education Policy (NEP) 2020. This paper examines the barriers perceived by secondary school teachers in Bihar through a synthesis of empirical studies, official data (UDISE+, SSA reports), and research on teacher perceptions. Major barriers identified include inadequate infrastructure and accessibility, insufficient teacher training and pedagogical preparedness, large class sizes and high pupil-teacher ratios, attitudinal and socio-cultural challenges (including caste bias and stigma), rigid curriculum and assessment systems, shortage of special educators and support staff, limited assistive technology and resources, and weak policy implementation and monitoring. The paper discusses the implications of these barriers for classroom practices and student outcomes and offers recommendations for systemic improvement. Strengthening teacher capacity, infrastructure, collaborative support structures, and accountability mechanisms is essential for translating inclusive policy into meaningful secondary-level practice in Bihar.