Inclusive education has emerged as a fundamental principle of modern educational systems, emphasizing equal learning opportunities for all students regardless of their abilities, backgrounds, cultures, languages, genders, or socioeconomic conditions. Diverse classrooms increasingly reflect the complexity of contemporary societies, requiring educators to adopt inclusive practices that accommodate varying learning needs and promote meaningful participation. This study investigates inclusive education practices in diverse classrooms and examines their impact on student engagement, academic achievement, social integration, and educational equity. A mixed-method research design involving 720 teachers, 950 students, and 110 school administrators from primary, secondary, and higher education institutions was employed. Quantitative surveys and qualitative interviews were used to assess perceptions, implementation strategies, barriers, and outcomes of inclusive education. Findings indicate that differentiated instruction, collaborative learning, Universal Design for Learning (UDL), assistive technologies, and culturally responsive teaching significantly enhance inclusion and student success. However, challenges such as insufficient training, limited resources, and large class sizes continue to hinder effective implementation. The study proposes a comprehensive framework for inclusive education and provides recommendations for policymakers, educators, and institutions.