The academic success of disabled children is a critical concern for educators, policymakers, and families globally. While education is a fundamental human right, disabled children often encounter unique challenges that hinder their academic progress and future opportunities. Addressing these challenges requires a multifaceted approach, encompassing targeted interventions, supportive environments, and inclusive educational practices. A variety of interventions have been developed to enhance the academic performance of disabled children, including specialized instructional techniques, assistive technologies, classroom accommodations, and systemic reforms. However, their effectiveness can vary widely based on factors such as the nature of the disability, individual learning needs, and educational context. This comprehensive review examines interventions aimed at improving the academic performance of disabled children, synthesizing evidence from empirical research, program evaluations, and theoretical frameworks. By offering a broad analysis of the current landscape, the review identifies key trends, best practices, and areas for future research and development. It aims to inform educators, policymakers, and stakeholders about effective strategies for supporting disabled children and promoting inclusive educational environments that foster equitable opportunities for all learners. The review highlights the importance of evidence-based practices, collaborative partnerships, and systemic reforms in achieving educational equity. It contributes to the ongoing dialogue on educational equity, disability rights, and inclusive practices, striving to create a more inclusive and supportive educational landscape for disabled children worldwide. Through this analysis, we aim to empower stakeholders to implement effective strategies that enable all children to reach their full potential.