Educational inclusion for individuals with disabilities in low- and middle-income countries (LMICs) remains a critical challenge despite global efforts to ensure access to quality education for all. This chapter explores the barriers impeding educational inclusion in LMICs, including physical, social, economic, and policy-related factors. It examines the effectiveness of inclusive education policies, the outcomes of various educational interventions, and the gaps in existing research. While international frameworks like the UN Sustainable Development Goal (SDG 4) and the Convention on the Rights of Persons with Disabilities (CRPD) advocate for inclusive education, the implementation in LMICs faces significant hurdles such as insufficient resources, societal stigma, and inadequate infrastructure. Policies promoting inclusive education are often underfunded and poorly implemented, exacerbating disparities, especially between urban and rural areas. Despite these challenges, educational interventions in some regions have shown improvements in academic performance, social integration, and employment outcomes for students with disabilities. However, the lack of standardized evaluation methods and long-term studies limits a comprehensive understanding of these interventions’ impact. This chapter calls for increased investment in education systems, better resource allocation, and robust research to improve educational outcomes for students with disabilities in LMICs.