An inclusive classroom is designed to provide equal learning opportunities to all students regardless of their physical, sensory, intellectual, developmental, emotional, or learning differences. Seating arrangement is one of the most important aspects of classroom management because it directly influences participation, communication, accessibility, collaboration, attention, independence, and social inclusion. An effective seating plan ensures that every learner feels valued, respected, and actively involved in classroom activities. The seating arrangement in an inclusive classroom should be flexible rather than fixed. Different instructional methods such as lectures, group discussions, peer learning, project work, demonstrations, and individualized instruction require different seating patterns. Teachers should modify seating arrangements according to the learning objectives and the needs of individual students. Accessibility is the primary consideration while planning seating arrangements. Students using wheelchairs, walkers, crutches, or other mobility aids should have sufficient space to move freely between desks without obstacles. The classroom should include wide aisles, accessible entrances, and desks of appropriate height. These students should not be isolated at the back or corners of the classroom but should be seated where they can participate equally in all classroom activities. Students with visual impairment require seating that maximizes their ability to access learning materials. Learners with low vision should generally be seated near the teacher or the board to improve visibility. Lighting should be adequate without causing glare. Learning materials should be placed within easy reach, and the seating position should allow effective use of assistive devices such as magnifiers or digital aids. Teachers should also ensure that pathways remain free of obstacles for students using mobility canes. Students with hearing impairment benefit from seating arrangements that allow them to clearly observe the teacher's face, gestures, and lip movements. They should be seated where background noise is minimal and where visual communication is unobstructed. A semicircular or U-shaped arrangement is particularly useful because it enables students to see both the teacher and classmates during discussions. If sign language interpreters are present, seating should provide an unobstructed view of both the interpreter and the instructional materials. Students with attention deficit hyperactivity disorder (ADHD) often require seating that minimizes distractions. They are generally seated away from doors, windows, noisy equipment, or high-traffic areas. At the same time, they should remain close enough to the teacher for regular guidance, monitoring, and positive