Introduction Learning difficulty is a term that is misused. In essence, it applies to students who have different learning challenges. Most people associate learning disability with a child's development, therefore assuming that it is a short-term condition and disappears as the person matures. The accepted definition, provided by the National Center for Adult Literacy and Learning Disabilities, states that; learning disability is generic and refers to a composite group of disorders that manifest themselves in the person; noting that they have difficulty acquiring and using speaking, listening, reading, reasoning, and performing mathematical concepts, as well as understanding social skills. As teachers develop the learning procedure in the classroom, they encounter different children with different challenges, which constitute learning disabilities (Aster & Shalev, 2007). Therefore, they have an obligation to accommodate these children in their lesson structure and teaching strategies. Background Information In learning settings, the Ministry of Education continues to develop guidelines in the Constitution that set out government expectations of teachers (Muir, 2013). . For people with disabilities, the Education Act states that there should be a continuum of placement options that meet the needs of disabled people. The law also states that children with learning disabilities can and should remain in the same class as those without disabilities; with the creation of segregated classes occurring only when the nature of the disability or its severity is such that the supplementary teaching aids used in the regular classroom do not satisfactorily meet the learning needs of the disabled student. The Ministry of Education expects… half of the document… MG v., MD, & Shalev, RS, MD (2007). Development of numbers and developmental dyscalculia. Developmental Medicine and Child Neurology, 49(11), 868-73. Retrieved from http://search.proquest.com/docview/195615058?accountid=458Cañizares, D.C., Crespo, V.R., & Alemañy, E.G. (2012). Processing of symbolic and non-symbolic numerical magnitude in children with developmental dyscalculia. The Spanish Journal of Psychology, 15(3), 952-66. Retrieved from http://search.proquest.com/docview/1439791245?accountid=458Ministry of Education, (2005). The Ontario Curriculum Grades 1-8 Mathematics.. http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdfMuir, A. (2013). Developing physical literacy in children and young people with disabilities. Journal of Physical and Health Education, 78(4), 44. Retrieved from http://search.proquest.com/docview/1399323558?accountid=458