Although schools are continuously improving their inclusion policies, the process of inclusion in society in general has not evolved accordingly--including in the teaching profession, itself. How can we, on the one hand, include individuals with learning disabilities throughout their school years, claiming that they can contribute to society in many domains, while on the other hand argue that they cannot become teachers? The question of training people with LD for a teaching degree opens a unique opportunity for educators to discuss ethical, social, and educational issues. (Contains 6 endnotes.)