This qualitative research employs critical analysis to analyse gender and disability perspectives in Ghana’s inclusive education system through the lens of Rawls’ Theory of Justice. The research evaluates the extent to which Ghana’s educational policies and practices for females and learners with disabilities represent the ideals of equal basic rights and fair opportunity. Using critical analysis, this research looks at how gender and disability interact to impact educational experiences and results. The critical research focuses on three crucial areas: educational access, instructional quality, and social inclusion in school environments. Rawls’ idea of the “veil of ignorance” decides if existing educational arrangements in Ghana would be deemed just if decision-makers were uninformed about their gender or disability. The study also looks at how the “difference principle” may ameliorate present imbalances and establish a better distribution of educational resources and opportunities. The findings of this study aim to contribute to the ongoing discussion about inclusive education in Ghana and inform policy recommendations consistent with Rawlsian principles of justice, ultimately fostering a more equitable and inclusive educational landscape for all students, regardless of gender or disability status.