The growing emphasis on inclusive education has significantly influenced approaches to foreign language teaching, particularly in relation to learners with learning disabilities such as dyslexia, dysgraphia, and attention-deficit disorders. This article presents a theoretical overview of inclusive approaches to teaching foreign languages to learners with learning disabilities. The study examines the nature of learning disabilities, the challenges they pose in foreign language acquisition, and the pedagogical principles that support inclusive instruction. By synthesizing perspectives from linguistics, special education, and applied pedagogy, the article highlights the importance of adaptive methods, multimodal instruction, and learner-centered strategies. The analysis underscores the need for inclusive frameworks that ensure equal access to foreign language learning while respecting cognitive diversity.