This study investigates the effectiveness of virtual reality manipulatives in enhancing basic arithmetic skills among children with learning disabilities (CwLD), aligning with the United Nations’ Sustainable Development Goal (SDG) 4, which seeks to ensure inclusive and equitable education for all by 2030. The study was conducted with a group of primary-level students diagnosed with dyscalculia and other learning challenges. The intervention utilized virtual manipulative tools designed to make abstract mathematical concepts more concrete and engaging. The findings demonstrate that the experimental group exhibited significant improvements in their arithmetic skills, as reflected in their post-test scores compared to pre-test results. This suggests that virtual reality-based interventions can play a critical role in helping students with learning disabilities to grasp complex mathematical concepts more effectively. Moreover, the study underscores the importance of integrating advanced digital technologies into educational settings, particularly for children with special needs. Virtual manipulatives not only offer an immersive and interactive learning experience but also provide personalized instruction tailored to individual learning preferences. To maximize the impact of such tools, the research calls for further investment in teacher training, curriculum development, and the availability of technology-driven educational resources. In conclusion, this study reinforces the potential of virtual reality manipulatives as a sustainable solution for addressing the educational challenges faced by children with learning disabilities, contributing to their overall academic success and fostering a wider approach to inclusive education.