Inclusive education and political inclusion are critical pillars for advancing democratic processes in Nigeria, particularly for persons with disabilities (PWDs) who remain among the most marginalized groups. This study interrogates the intersection between educational access and political participation, examining how inclusive education policies and practices shape the democratic engagement of PWDs. Drawing on Nigeria’s National Inclusive Education Policy (2016) and international human rights frameworks, the research highlights the persistent challenges such as inadequate infrastructure, limited teacher training, societal stigma and electoral violence that hinder educational inclusion. These challenges directly translate into political exclusion, as limited literacy, inaccessible electoral processes, and discriminatory attitudes restrict PWDs from exercising their rights to vote, contest elections, and participate in governance. Using a mixed-methods approach, the study explores lived experiences of PWDs across selected Nigerian socio-cultural environment, revealing the policy-practice gap between official commitments and realities on the ground two theories guided the study. Findings underscore that inclusive education is not merely a social service but a democratic imperative: it equips PWDs with the knowledge, confidence, and agency to claim political space. The study recommends strengthening the implementation of inclusive education policies, investing in accessible infrastructure, and reforming electoral processes to guarantee full participation of PWDs. Ultimately, the research argues that sustainable democracy in Nigeria depends on dismantling systemic challenges and fostering both educational and political inclusion for persons with disabilities.