The term learning disabilities is widely accepted for what it is, but what exactly is it? Developing a definition for learning disabilities has proven to be a formidable challenge according to Janet Lerner, in fact it was such a daunting task that it has been compared to "Judge Potter Stewart's comment on pornography: impossible to define", but I know it when I see it. ”” (Lerner 2002, p.8) Likewise, a mathematical learning disability is a formidable endeavor to try to define, primarily due to the breadth and complexity of the field of mathematics. (http://ldx.sagepub.com/content/37/1/4.full.pdf+html) "A meaningful way to contextualize 'learning disabilities' is to think of it as an umbrella term under which all affected individuals I am described as having varying degrees of impairment in intellectual and social functioning” (GOOGLE BOOK, p.22) Distinguishing whether someone has a learning disability can be difficult, so it is often not possible to rely solely on a single criterion to provide the answer. Therefore (GOOGLE BOOK) stated that the three principles used are intellectual ability, legislative definitions and social competence http://books.google.ie/books?hl=en&lr=&id=9f78JovnJPEC&oi=. fnd&pg=PR7&dq=learning+disability*+inclusion%5D&ots=S8CYL163Vh&sig=o4fzREcYlBvprnfpNUavR64COdo&redir_esc=y#v=onepage&q&f=false A mathematical learning disability can be described as students who have difficulty remembering facts, concepts, rules, formulas, sequences and procedures of mathematics (Mishra 2012). Similarly, an MLD has been described as difficulty applying basic operations in one or more domains of mathematics. This indicates interference with “the sense of quantity, the decoding of symbols……the center of the card……fs and knowledge; the influence of teachers' beliefs on teaching; and the role that teacher education programs play both in changing teachers' beliefs and in promoting awareness of the importance of these beliefs in teaching” (p.5) Brantlinger (1996) classified attitudes and beliefs of teachers towards inclusion as “inclusive beliefs” or “anti-inclusive beliefs” that facilitate and maximize inclusive environments hinder and weaken the implementation of inclusive strategies in schools respectively (p.19). Janney et al. (1995) found that the more experience you had integrating students into the classroom, the more comfortable you felt and consequently your attitudes were positive. This was supported by McLeskey et al. (2001), who established that teachers' negative attitudes towards inclusion arise from a lack of experience with well-designed inclusion programs.