Abstract Introduction: Sustainable Development Goal 4 (SDG 4) emphasizes inclusive and equitable quality education. However, individuals with disabilities remain among the most marginalized in accessing education, especially in developing countries. This study examines the adequacy of SDG 4 targets in ensuring inclusive education for children with disabilities. Methods: A qualitative study was conducted through in-depth interviews with 20 stakeholders from India and other countries (Canada, USA, UK, South Africa, Sweden, Nigeria, Zambia, and Guyana), selected via purposive sampling. Participants included experts and advocates in disability policy and persons with disabilities. Results: Thematic analysis of responses revealed that current SDG 4 targets are perceived as insufficiently inclusive. Major barriers include lack of disaggregated data, inadequate teacher training, systemic policy gaps, and attitudinal challenges. Respondents emphasized the need for specific, measurable, and culturally relevant indicators. Conclusion: The study concludes that SDG 4, while conceptually supportive, requires customized indicators and stronger systemic backing to genuinely uphold inclusive education. Specific recommendations include data-driven policies, inclusive teacher training, accessibility standards and integrated disability frameworks.
Varsha Hooja (Wed,) studied this question.