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The preparation of competent special educators remains a critical yet insufficiently addressed challenge within India’s teacher education ecosystem. Despite progressive legislative mandates including the Rights of Persons with Disabilities (RPWD) Act 2016 and the National Education Policy (NEP) 2020 systemic deficiencies persist in B.Ed. Special Education programs, particularly in the state of Delhi. This review synthesizes empirical evidence drawn from national and international literature to critically examine three interrelated dimensions: (i) the structural and curricular adequacy of B.Ed. Special Education courses, (ii) the awareness, attitudes, and preparedness of pre-service and in-service teachers toward inclusive education, and (iii) the effectiveness of school internship programs as a mechanism of practical skill development. Evidence from multiple studies conducted across South Asia, Sub-Saharan Africa, Turkey, and Western nations reveals that teacher preparedness for inclusive classrooms remains persistently moderate to low, often hampered by inadequate field exposure, theoretical overcrowding of curricula, and insufficient mentoring structures. Indian-specific data further confirms that B.Ed. trainees demonstrate partial fulfilment of internship expectations and only moderate awareness of inclusive education principles. The paper argues for evidence-based reform of B.Ed. Special Education curricula, extended practicum frameworks, and a restructured mentoring continuum aligned with the disability rights paradigm. Implications for policymakers, curriculum designers, and teacher education institutions are discussed.

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