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Right to education act and all Inclusive educational (IE) strategies ensure provision of education towards educating the differently- abled children along with normal ones. It seeks to address the learning needs of all children with a specific focus on those who are vulnerable to marginalization and exclusion. The children with various disabilities find it difficult to fully participate in outdoor and indoor educational activities either due to social, physical or environmental limitations. The present empirical study was conducted to access barriers for CWSN in schools of Jammu. The data was gathered from 105 schools of Jammu district. The findings of the study reflect upon the institutional barriers in the form of infrastructural and environmental constraints, in addition paper also reflects the problem of correct diagnosis of children with mental disabilities since right diagnosis is the first step towards the appropriate treatment. The result also reveals the need for appropriate for alignment of TLM to make it more inclusive for CWSN children. In addition paper also suggests the strategies for institutional planners to minimize the prevalent barriers to make education more inclusive.