In the international school context, pupils with learning disabilities are educated differently. There are many countries in which the common practice is the combined teaching of children with and without disabilities, as is the case in the United Kingdom. There are also countries, however, that have just begun to adapt their separate school systems step by step to allow for combined teaching, as is the case in Germany. There are still other countries that keep to a dual system or offer both inclusive and separate teaching formats in parallel. School systems practicing inclusive education have already gathered many experiences and insights in dealing with the high degree of heterogeneity in terms of pupils’ learning performance at school. They have adapted their school systems to this heterogeneity, tested supportive measures, and trained or retrained their teaching staff.