This thesis explores the challenges faced by individuals with disabilities in accessing education in Nepal. Grounded in a theoretical framework that integrates definitions, concepts, and policies related to disability rights and inclusive education, the study aims to provide a comprehensive understanding of the barriers to educational inclusion. Drawing on a review of international literature, the research examines global perspectives on disability rights and inclusive education, contextualising them within the Nepalese context. Through qualitative research methods such as interviews, focus groups, and document analysis, the study investigates the lived experiences of individuals with disabilities and identifies systemic issues hindering educational access. The findings reveal significant challenges related to poverty, societal attitudes, infrastructural limitations, and policy implementation. By analysing these findings, the study offers insights into effective strategies for promoting educational inclusion and advancing disability rights in Nepal. The research contributes to the existing body of knowledge on inclusive education and informs policy and practice aimed at improving educational opportunities for individuals with disabilities.