Published Paper Details:

This study examines the effectiveness of inclusive education practices in supporting the academic and social development of primary school children with diverse learning needs. The research explores how differentiated instruction, teacher preparedness, classroom adaptations, and peer-support strategies influence the learning outcomes of students with disabilities in mainstream classrooms. Using a mixed-methods approach--including classroom observations, teacher interviews, and student performance data--the study identifies key factors that promote successful inclusion. Findings reveal that consistent teacher training, individualized learning plans, and collaborative learning environments significantly enhance student engagement and confidence. The study concludes that an integrated, well-supported inclusive model not only benefits children with special needs but also contributes positively to the overall classroom climate and peer relationships. Recommendations include strengthening teacher professional development, increasing access to assistive technologies, and implementing school-wide inclusion policies to ensure equitable learning opportunities for all students.