Neurodivergent learners in low-income countries face systemic barriers including stigma, lack of teacher training, and inadequate resources (WHO, 2022). Studies on inclusive education in sub-Saharan Africa highlight a gap between policy and implementation, with many schools lacking infrastructure and trained personnel to accommodate diverse learning needs. Uganda’s inclusive education policy promotes the integration of learners with special needs. However, studies reveal gaps in the execution of these policies, particularly in rural schools. Challenges include limited teacher awareness, large class sizes, and insufficient access to assistive technologies. Cultural factors, including stigma and misconceptions about neurodivergent conditions, further exacerbate these barriers.