Abstract: Inclusive education seeks to incorporate students with disabilities into conventional schooling by guaranteeing equitable access to educational opportunities. Although regulations like India's National Education Policy (NEP) 2020 and the Rights of Persons with Disabilities Act, 2016, advocate for inclusive education, their execution primarily relies on school leadership. This study examines the role of school principals in promoting inclusive education, emphasizing their duties, problems, and strategies for cultivating an inclusive school climate. The study employs qualitative interviews with school administrators to identify critical aspects affecting inclusive education, such as leadership strategies, teacher assistance, resource limitations, and community involvement. Research indicates that although administrators act as primary proponents of inclusion, they frequently encounter obstacles like insufficient teacher training, opposition from stakeholders, and inadequate infrastructure. Innovative leadership tactics, collaborative teacher training, and partnerships with external organizations have shown to be beneficial solutions. The research highlights the necessity for policy-oriented support mechanisms to enable school administrators in promoting inclusive education. Recommendations encompass improved professional development initiatives, augmented funding, and intensified stakeholder involvement to reconcile the disparity between policy and practice.

Keywords: Inclusive Education, School Leadership, Children with Disabilities, Policy Implementation, School Principals, India.