**Abstract**

This chapter delves into the challenges of inclusive education for students with cooccurring physical and mental disabilities, often associated with learning disabilities. Focusing on conditions such as autism spectrum disorder, hyperactivity disorder, anxiety disorders, and epilepsy, the discussion highlights their diverse impacts on learning. Emphasizing comprehensive assessments, the chapter stresses the involvement of multidisciplinary professionals—special education teachers, psychologists, speech therapists, and occupational therapists—in identification and support. Collaboration is a central theme, emphasizing the crucial role of stakeholders, including educators, parents, and healthcare professionals. The chapter advocates for a cohesive approach where stakeholders share observations, expertise, and assessments to understand each student's needs holistically. Individualized Education Plans (IEPs) are pivotal, focusing on tailored strategies addressing both learning disabilities and co-occurring conditions. The chapter also explores inclusive classroom practices, incorporating differentiated instruction, assistive technologies, and flexible assessments. Social and emotional support is fundamental, promoting empathy and open communication among students. Teacher training and parental involvement are discussed, highlighting the collaborative efforts necessary for successful inclusive education.

**Keywords:** inclusive education, co-occurring conditions, learning disabilities, autism spectrum disorder, intellectual disabilities, ADHD, anxiety disorders, epilepsy, multidisciplinary assessment, collaboration, individualized education plans, differentiated instruction, assistive technologies, social and emotional support, teacher training, parental involvement
