Inclusive education within the Indian context has transitioned from a marginal philanthropic initiative into a central pedagogical imperative. Recent legislative frameworks, notably the Rights of Persons with Disabilities Act 2016 and the National Education Policy 2020, legally mandate a profound structural shift towards equitable learning ecosystems (Ministry of Education, 2020) [9]. Despite these robust statutory provisions, a severe discrepancy persists between policy intent and everyday classroom reality. Educational institutions frequently conflate spatial integration with genuine pedagogical inclusion. They subject neurodiverse learners to rigid, assimilationist curricula that actively hinder multidimensional growth rather than fostering it. This critical review examines the foundational premise that true inclusivity serves as an indispensable catalyst for the cognitive, socio-emotional, and physical maturation of the entire student populace. Grounded in the Social Model of Disability, Vygotskian sociocultural theory, and the Universal Design for Learning framework, the study systematically analyses the persistent systemic barriers obstructing equitable education in India. The analysis demonstrates how dismantling deficit-oriented practices in favour of strength-based pedagogy cultivates profound empathy, academic agility, and psychological resilience across diverse cohorts. Cultivating genuinely heterogeneous learning environments remains absolutely essential for nurturing capable, well-rounded citizens equipped to navigate modern pluralistic societies.