The paradigm of special education has undergone a massive transformation globally, transitioning from models of segregation and integration to the more equitable framework of inclusive education. This conceptual paper explores the theoretical underpinnings, practical implications, and systemic challenges associated with implementing inclusive education for Children with Special Needs (CWSN). Grounded in the Social Model of Disability, Vygotsky’s Sociocultural Theory, and the principles of Universal Design for Learning (UDL), this paper argues that true inclusion extends beyond mere physical placement in a mainstream classroom. It requires a fundamental restructuring of pedagogical practices, school culture, and systemic policies to ensure equitable access, active participation, and meaningful learning outcomes for all students. The paper concludes by proposing actionable strategies for educators, policymakers, and stakeholders to bridge the gap between inclusive policy and classroom practice.
Inclusive Education, Children with Special Needs (CWSN), Universal Design for Learning (UDL), Special Education, Educational Equity, Social Model of Disability.
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