<![CDATA[Inclusive education cannot be evaluated merely by the presence of children with disabilities in mainstream classrooms. This article examines how stigma, pedagogical ableism, and limitations in accessibility and reasonable accommodation can reproduce exclusion even when schools are administratively designated as inclusive. The study employs an integrative literature review of 39 verifiable sources, comprising 32 peer-reviewed journal articles and seven legal or institutional documents. Twenty-seven sources (69.2%) are articles published in reputable international journals. Thematic synthesis was organized across three domains: symbolic-interactional, pedagogical, and structural. The findings show that stigma operates through labeling, low expectations, social separation, and heightened bullying risk; pedagogical ableism emerges when a single standard of ability, learning pace, instruction, and assessment is treated as universally normal; and structural exclusion occurs through inaccessible facilities, insufficient support personnel and learning resources, and inconsistent implementation of reasonable accommodation. The article conceptualizes a presence-participation gap to describe situations in which learners are physically present but do not yet experience belonging, social participation, curriculum access, and equitable support. Its analytical contribution is a three-layer model of substantive inclusion: recognition and belonging, participation and learning, and accommodation and governance. The findings imply that primary schools need to integrate anti-stigma culture, inclusive pedagogy, Universal Design for Learning, anti-bullying systems, reasonable accommodation, and accountable governance.]]>
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