International Journal of Educational Research and Library & Information Science

Inclusive education represents a fundamental shift in the way educational systems respond to learner diversity and social inequality. Rather than viewing difference as a deficit, inclusive education emphasizes the recognition, respect, and accommodation of diverse abilities, identities, and social backgrounds within mainstream educational settings. This paper offers a theoretical exploration of inclusive education as a key instrument for promoting equality and social justice. It examines how inclusive education aligns with human rights principles and challenges long-standing structures of exclusion, marginalization, and discrimination in schooling. Drawing upon conceptual frameworks such as equity, social justice, the social model of disability, and culturally responsive pedagogy, the study highlights the role of education in reshaping power relations and fostering democratic participation. Inclusive education is discussed not merely as a policy mandate but as a transformative practice that enhances access, participation, and a sense of belonging for all learners. By addressing systemic barriers related to disability, culture, language, gender, and socio-economic status, inclusive education contributes to more just and equitable learning environments. The paper argues that the success of inclusive education depends on sustained policy commitment, institutional accountability, and collaborative engagement among educators, families, and communities. Ultimately, inclusive education is positioned as a vital pathway toward achieving social cohesion, equality, and long-term educational justice.