Inclusive Education is a key pillar of equitable and quality education that ensures all learners, regardless of their abilities or backgrounds, are provided equal opportunities to participate and thrive in mainstream classrooms. This study examines the inclusive teaching practices implemented at the primary level in Indore city, focusing particularly on children with special needs. Based on empirical data collected from 60 students and their parents, this research evaluates the current status, parental awareness, challenges faced by stakeholders, and the extent of classroom support provided. The results indicate both progress and significant gaps in inclusive implementation, calling for stronger policy execution, teacher training, and resource support. The paper concludes with practical recommendations to enhance inclusive practices in primary education.