An inclusive classroom is founded on the principle that all learners, regardless of their abilities, disabilities, socio-economic backgrounds, language, gender, or cultural differences, have the right to learn together in a common educational environment. Teaching-learning strategies in such a classroom must therefore be flexible, responsive, and learner-centered to accommodate diverse needs and ensure meaningful participation of every student. One of the most effective strategies is differentiated instruction. In this approach, the teacher modifies content, process, product, and learning environment according to students’ readiness levels, interests, and learning profiles. For example, while teaching the same concept, the teacher may provide simplified texts for some learners, visual aids for visual learners, hands-on activities for kinesthetic learners, and enrichment tasks for advanced students. Differentiation ensures that each learner can access the curriculum at an appropriate level without feeling excluded or overwhelmed. Universal Design for Learning (UDL) is another important strategy. UDL emphasizes providing multiple means of representation, engagement, and expression. Teachers present information in different formats such as text, audio, video, charts, and models. Students are also allowed to express their understanding in varied ways, such as through written work, oral presentations, drawings, or projects. This flexibility reduces barriers to learning and benefits not only students with disabilities but all learners in