Investigating the Impact of Inclusive Education Policies on the Academic Performance of Students with Diverse Abilities

Abstract

This study is an assessment of the impact of inclusive education policies on the levels of the differently-abled students while providing a solution to the age-long concern about equity in schools and different students’ achievement in mixed groupings. A significant gap in the existing literature is being filled as this research explores the impact of inclusion policies on the academic performance of learners of varying characteristics. The central question is whether inclusive education models produce observable improvements student achievement among those with physical, cognitive, or learning disabilities. A cross-sectional approach is used, which blends quantitative measurements such as standardized test score and graduation rates together with qualitative measurements that are gathered from secondary literature and classroom observation across multiple schools. Research reports show that inclusive education policies increase student success and meaningful classmate relationships with appropriate training and resources and a flexible curriculum. However, inconsistencies in implementation reveal disparities in outcomes. The findings underscore the need for systemic support mechanisms to ensure policy effectiveness. This study contributes to educational policy discourse by providing empirical insights into how inclusivity can be optimized for academic success.