Ghana has a long-standing commitment to improving the education of its citizens. Since its ratification of the United Nation Convention on the Rights of Persons with Disabilities (CRPD), this country has experienced significant growth in the areas of inclusive education. However, Ghana still struggles in ensuring that students with disabilities and those with other learning difficulties receive an education in an inclusive setting. This study reviews current literature on students with disabilities and inclusive education in relation to policy, contextual factors, and practice in Ghana. The topics covered include an overview of inclusive education in this country, learning disabilities and other learning challenges, identification and eligibility for special education, differentiation of learning and Universal Design for Learning (UDL), and teacher training on the differentiation of instruction and identification. A total of 120 sources were involved in this review, including regional, international and Ghana-based documents, and other secondary sources. The study recommends ways to enhance the inclusion of children with learning difficulties in literacy and numeracy curricula.