Background/purpose: This study investigates the state of education for Persons with Disabilities (PwDs) in Afghanistan, focusing on the challenges and opportunities within special vocational schools and inclusive education practices. Despite legislative frameworks like the 2004 Constitution and the ratification of the CRPD in 2012, systemic barriers such as resource shortages, geographic disparities, and sociopolitical instability hinder access to equitable education. This research aims to identify these gaps and propose actionable strategies to enhance educational inclusion. Materials/methods: Using a qualitative approach, the study integrates field data, document reviews, and semi-structured interviews with government officials, NGO representatives, and educators. Data was collected from multiple provinces, including insights from the Ministry of Education and NGOs operating special education and inclusive programs. Analytical emphasis was placed on legislative frameworks, institutional practices, and systemic challenges. Results: Findings reveal critical gaps in infrastructure, teacher training, and assistive technologies, with significant reliance on NGOs for program implementation. Despite incremental progress, geographic and gender disparities persist, and standardized diagnostic tools remain absent. Lessons from global models demonstrate the need for integrated, context-specific policies and sustained investments. Conclusion: Afghanistan requires a multi-stakeholder approach involving government, NGOs, and international partners to address systemic gaps. Investments in teacher training, infrastructure, and culturally relevant policies are crucial to achieving an inclusive and equitable education system for PwDs. This study provides recommendations for future strategies for advancing disability-inclusive education in conflict-affected regions.