International Journal of Arts, Humanities, Social Sciences and Commerce

Inclusive education seeks to ensure equitable learning opportunities for all students by addressing diverse abilities, backgrounds, and learning needs within shared educational environments. This paper examines the role of educational resources and assistive technologies in advancing inclusive education across varied contexts. Drawing on theoretical frameworks such as Universal Design for Learning (UDL) and rights-based approaches, the study highlights how digital learning platforms, multimodal educational materials, and accessible instructional designs contribute to meaningful participation and academic achievement. Assistive technologies— including tools supporting communication, reading, writing, and executive functioning—are discussed as critical enablers that enhance autonomy, engagement, and motivation for learners with disabilities as well as other marginalized groups. The paper also explores implementation frameworks, emphasizing the importance of policy alignment, teacher professional development, and collaboration among stakeholders. Empirical evidence reviewed indicates positive outcomes in terms of academic performance, social inclusion, and learner confidence when resources and technologies are effectively integrated. However, challenges such as accessibility gaps, resource inequities, data privacy concerns, and cultural-linguistic barriers remain significant. The paper concludes by underscoring the need for scalable, ethically grounded, and context-sensitive models to ensure that educational resources and assistive technologies sustainably support inclusive education in both resource-rich and resource-limited settings.