This study attempts to examine the effectiveness of inclusive education strategies in the development of English language learning for students with disabilities in Jordanian schools. The research was qualitative approach based on semi-structured interviews conducted with teachers, administrators, and parents to gain insight into the challenges and opportunities faced in implementing inclusive education. The findings indicated that cooperative learning, differentiated instruction and multisensory learning are being implemented, however there were challenges in the areas of teacher training, resources and mismatch between policy and practice. The research indicates that there is a need to reinforce professional development initiatives, design a flexible curriculum and stimulate partnerships with families and the local community to guarantee the sustainability of inclusive education.
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