Inclusive education in India involves educating children with disabilities alongside non-disabled children in the same physical, social, and emotional environment with necessary support services. Despite two decades of its implementation, the educational status of children with disabilities remains disheartening, primarily due to the lack of awareness among stakeholders about inclusive education. This study aims to assess the level of awareness among stakeholders in Haryana State, providing recommendations to improve the educational standards of children with disabilities. The sample includes 30 school heads, 108 class teachers, 44 parents, and 28 School Management Committee members, with data collected through a self-constructed thirty-item awareness questionnaire and analysed using descriptive statistics. The findings indicate that stakeholders are generally well-informed about inclusive education, with parents being the most aware. Female stakeholders and those with higher educational qualifications demonstrated greater awareness. However, the study reveals that awareness alone is not a significant factor contributing to the poor educational standards of children with disabilities in Haryana. This study is justified by the need to identify the actual barriers to effective inclusive education and to provide actionable insights for policymakers. It recommends that authorities allocate more funds to determine the root causes of poor academic performance and organize continuous capacity-building programs, such as workshops, seminars, and conferences, to enhance stakeholder awareness further.