Education plays a crucial role in shaping the lives of persons with disabilities by enabling social participation, economic independence, and personal development. However, despite global recognition of education as a fundamental human right, persons with disabilities continue to face multiple barriers that restrict their access to quality and inclusive education. These challenges arise from structural inequalities, social attitudes, cultural beliefs, institutional limitations, and policy implementation gaps that operate at different levels of society. One of the most significant challenges experienced by persons with disabilities in education is physical inaccessibility. Many educational institutions lack basic infrastructure such as ramps, elevators, accessible toilets, tactile pathways, and transportation facilities. Students with mobility impairments often find it difficult or impossible to attend schools regularly due to inaccessible buildings and classrooms. In rural and economically disadvantaged areas, these infrastructural limitations are even more severe, resulting in higher dropout rates among children with disabilities. The absence of accessible learning environments reflects a broader societal failure to recognize diversity in physical and sensory abilities. Another major issue concerns the lack of inclusive educational practices. Traditional education systems are largely designed for able-bodied students and follow standardized teaching methods that do not accommodate diverse learning needs. Students with visual, hearing, intellectual, or learning disabilities often struggle because teaching materials, classroom communication, and evaluation systems are not adapted to their requirements. For example, the absence of Braille textbooks, sign language interpreters, audio learning materials, or assistive technologies prevents meaningful participation in classroom learning. As a result, students with disabilities may experience academic underachievement not because of lack of ability, but due to exclusionary pedagogical practices. Social stigma and negative cultural attitudes toward disability further create psychological and emotional barriers in educational settings. Disability is often viewed through charity-based or medical perspectives rather than as a matter of rights and social inclusion. Many families and communities continue to perceive children with disabilities as incapable of learning or contributing productively to society. Such attitudes discourage parents from enrolling their children in schools or investing in their education. Within schools, students with disabilities may face bullying, discrimination, isolation, or low expectations from teachers and peers, which adversely affects self-esteem, motivation, and academic confidence. Teacher preparedness and professional training also remain critical challenges. Many educators lack adequate knowledge and skills to teach students with disabilities effectively. Inclusive education requires understanding of differentiated instruction, individualized education plans, classroom adaptation strategies, and disability-sensitive communication methods. However, teacher education programs often provide limited exposure to inclusive pedagogies. Consequently, teachers may feel unprepared or reluctant to include students with disabilities in mainstream classrooms, sometimes leading to neglect or segregation within educational institutions. Economic constraints significantly