Students with learning disabilities (LD's) in inclusion classrooms often face both academic and social difficulties (Alesi, Rappo, & Pepi, 2014; Clever, Bear, & Jovonen, 1992; Lavoie, 2005; Madge, Affleck, & Lowenbraun, 1990; McIntosh, Vaughn, Schumm, Haager, & Lee, 1993; Mercer & Pullen, 2009; Nowicki, 2003). Research on simulating a disability has shown promising effects in increasing knowledge and acceptance of the given disability (Cooper, 2004; Hurst, Corning, & Ferrante, 2012; Ison et al., 2010; Rillotta & Nettelbeck, 2007). The present study sought to achieve a similar effect by simulating a learning disability (LD) and associated challenges. A series of activities simulating LD's incorporated the neurological challenges with working memory and visual discrimination. By utilizing and analyzing measures of social acceptance, sense of academic-based competence, navigation of interpersonal relationships, and behaviorally coding indications of class participation, it was hypothesized that an LD-simulation would increase these constructs among an inclusion classroom's overall acceptance of the LD population. Additionally, it was predicted withdrawal would decrease. More specifically, participants from two public school fifth-grade inclusion classrooms in Nassau County, New York, were shown, through a variety of methods, what a learning disability beholds. Six students (n = 6) in the treatment group were deemed as such by possessing deficits related to learning, had diagnoses of Specific Learning Disorder (SLD), and were classified within special education. Measures were administered to students and teachers across three, six-week phases. Furthermore, students who were not classified within the District's special education system (n = 37) were administered separate measures assessing acceptance of the LD population along with a "quiz" measuring knowledge of LD's. A repeated-measures, small-n design was used to assess data across six weeks of baseline, six weeks during the treatment, and six weeks following treatment to analyze changes according to measures. The Percent Exceeding the Median technique (PEM; Ma, 2006) analyzed behavioral data; medians of phases were compared to the phase prior to note any significant increases across time. Repeated-measures t-tests were also utilized to address research questions of the larger group's acceptance and knowledge of LD's. Results showed small increases in self-perceived interpersonal relations status, self-perceived academic competence, and self-perceived social acceptance; however, these results were seen via visual inspection and were not statistically significant. Small increases in teacher-perceived withdrawal were also seen, but were not significant. Two participants showed non-significant increases in calling-out behavior, and one participant displayed a non-significant increase in nodding behavior. Finally, the larger-n group showed a significant increase in knowledge of LD's and a non-significant increase in acceptance of LD's. Implications for future research are discussed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]