Discrimination in education, particularly against students with disabilities, remains a global concern despite efforts by UNESCO and the Salamanca Statement to promote inclusive practices. This study investigates the effectiveness of the inclusive education standards policy for students with SD in the UAE, where such students often remain in segregated settings. Employing an explanatory sequential mixed methods design, the research involved surveys (n = 77) and semi-structured interviews (n = 11) with parents, educators, faculty, and special education professionals. Findings indicate that students with SD are not fully included under current inclusive education policies, with significant barriers to access and participation. The study highlights the urgent need for policy reforms that acknowledge the complex needs of students with SD. Key recommendations include developing more tailored, evidence-based inclusive frameworks and increasing support mechanisms within mainstream schools. The study concludes that further research is necessary to improve inclusive practices and ensure equitable educational opportunities for students with SD.