The present study attempts to find out the operational problems and strategic measures related to the implementation of the inclusive education in tribal communities, particularly Gujjar and Bakarwal in the Kashmir Valley. The study is done using descriptive survey design Data was collected on quantitative and qualitative parameters from a sample of 240 respondents from two border/tribal districts of Kashmir (Anantnag and Ganderbal). The sample comprised 120 school educators and 120 parents from these tribal areas. Standardized scales to measure structural accessibility, linguistic congruence, socio-economic barriers, institutional responsiveness and pedagogical readiness of tribal students. Hypotheses of institutional infrastructure, socio-cultural exclusion and gender disparity were tested by descriptive metrics and inferential statistics (t-tests and Chi-square analyses). Statistically, physical migration patterns, acute absence of mothertongue instruction (Gojri), institutional deficits and socio-economic deprivation are severely hindering inclusive academic assimilation. At the same time, teachers demonstrate a moderate pedagogical willingness, but report significant deficits in specialized training. Specific policy interventions such as seasonal mobile education systems, mother-tongue transition primers, digital mobile resource banks and localized residential facilities can help fill the institutional void. Keywords: Inclusive education, Tribal Learners, Gujjar-Bakarwal, Educational disparities