Abstract
Integrating executive functioning skills (EFS) such as planning, organization, and self-regulation into inclusive educational frameworks is crucial for improving student achievement. These skills are fundamental across various academic domains, facilitating better management of learning activities and adaptation to diverse educational needs. Research, including that of Diamond (2013) and Best (2010), accentuates the significant impact of EFS on improving cognitive functions and academic outcomes, particularly in areas like mathematics and reading. Inclusive education benefits from targeted EFS development, especially for students with learning differences and neurodevelopmental disorders, as supported by studies from Zelazo et al. (2016) and Spiegel et al. (2021). These studies suggest that specific strategies, such as structured routines and visual aids, enhance EFS and academic performance.