Abstract
Inclusive education is a learning system where learners with various disabilities learn in an environment with equitable educational opportunities alongside non-disabled peers. The theoretical framework forming the foundation of this paper is disability studies which include the social model of disability, which pushes back against the medical model of disability. Inclusive education is important because it promotes friendship among learners, develops individual strengths, and promotes equity in access to educational opportunities. The need for equity in Middle Eastern schools began in the late 1950s. Several laws have been enacted to increase the access of children with disabilities to education. Inclusive education practices are hampered by teachers' attitudes, shortage of resources, and social stigma. For any development in promoting inclusive education, individuals, families, community groups, businesses, and non-governmental organizations (NGOs) must create a supportive environment. Inclusive education paves the way for equity in access to education. Lastly, the practical strategies towards developing successful inclusive education supports in the Middle East include incorporating universal design for learning, redesigning teacher education programs, implementing IEPs, and using assistive technology.