Actions to ensure an inclusive education have been many in number and persistent in their efforts. Inclusive education, founded upon the principle that all children, irrespective of whether they have a special need should be accommodated in the classrooms with their peers and not isolated from them. Nevertheless, the presence of adequate policies and physical infrastructure does not ensure that there are no serious impediments for students with disabilities. This research explores, beyond regulations and physical access, the barriers that exist at the human and systemic level related to emotional wellbeing, psychology, relationships and misalignment of the stakeholders, that impede a true sense of inclusion. To validate this, research employed a mixed-methods approach that blended systematic literature review with qualitative research. A User Ccetred Design approach was leveraged to bring the study in close touch with the experiences that lived by the participants from 3 stakeholder groups (parents, teachers and adult selfadvocates). Tools like the B.A.N.A. Framework (Behaviour, Aspirations, Needs and Actions) , Thematic Analysis and Empathy Mapping was used to deeply analyse the interviews and survey data. This enabled the research to reveal not just obvious obstacles but also the underlying emotional and motivational drivers that shape decision making.

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