A key component in success of inclusive education is the use of evidence-based practices (Gargiulo, 2015; Heward, 2013; Hornby, 2014). Evidence based practices are defined as practices/strategies (i.e., instructional, assessment, classroom management) that are backed by research to produce desired student outcomes (Cook et al, 2009). Educators and researchers from across the globe have over time suggested that the research to practice gap is responsible for the poor student outcomes (Cook, et al., 2012) and the only way to close this gap is for school practitioners who to utilize evidence-based practices. Therefore, to ensure that students with disabilities make academic progress in inclusive classrooms, teachers need to be able to utilize practices which have been shown to be effective. This chapter provides a discussion of the evidence-based instructional practices which can be used by teachers in Africa to meet the needs of students with disabilities in inclusive settings.