In an increasingly globalizedworld, the ability to communicate in multiple languages has become invaluable. However, students with special educational needs often face significant challenges in foreign language classrooms, hindering their access to multilingual competencies and limiting their academic and socio-emotional development. This thesis explores the common difficulties encountered by students with special needs in foreign language learning and advocates for the implementation of specialized instructional strategies and accommodations to support their language acquisition. Through a comprehensive literature review, the study identifies academic, socio-emotional, instructional, and systemic challenges, as well as evidence-based approaches to address them. Findings underscore theimportance of inclusive foreign language education, highlighting its cognitive, academic, and social-emotional benefits for students with special needs. By prioritizing inclusive practices and systemic change, educators and policymakers can create more accessible and supportive foreign language learning environments for all learners