This study explores the policies and programs enacted by educational stakeholders to promote inclusive education for children with learning disabilities in Bo District, Southern Sierra Leone. Despite national and international commitments to inclusive education, the effective implementation of inclusive practices for learners with disabilities remains a significant challenge in resource-constrained settings. Drawing on both qualitative and quantitative data, the study Examine the level of awareness among stakeholders regarding policies on inclusive education for children with learning disabilities. Analyze the national policies guiding inclusive education for children with learning disabilities and their implications for implementation in schools, Assess the inclusive education programs implemented in schools for children with learning disabilities and their effectiveness, examine the methods used to customize inclusive education programs to meet the specific needs of children with learning disabilities in schools.” The research identifies existing inclusive education policies under the Ministry of Basic and Senior Secondary Education (MBSSE) and assesses how these are translated into school-level strategies. Interviews and surveys were conducted with teachers, district education officials, and community leaders to understand their perceptions, roles, and challenges in supporting inclusive practices. The findings reveal that while policies exist, there is limited awareness, inadequate teacher training, insufficient infrastructure, and minimal stakeholder coordination, all of which hinder effective implementation. The study concludes that a collaborative, well-resourced, and context-sensitive approach is essential to achieving meaningful inclusion. It recommends strengthening stakeholder engagement, increasing investment in special needs education, and building the capacity of educators through sustained professional development. The findings contribute to the broader discourse on inclusive education in sub-Saharan Africa and offer policy recommendations for improving access and equity for learners with disabilities in Sierra Leone.