This paper discusses the speech and language difficulties, learning difficulties and disabilities in regular schools. Emphasis is placed on the characteristics of difficulties, how to recognize them, how to facilitate schoolwork to a disabled child and how to approach the disabled child. Finally, emphasis is placed on the behavior of children with disabilities. For each child the special program is developed in collaboration with a professional, in this case with a speech therapist. The teacher has the greatest role in the child's progress. The teacher should recognize the difficulties on time and in collaboration with the speech therapist find the best methods that will help the student achieve success. This paper investigated the frequency and quality of cooperation between teachers and speech therapists, is there such a cooperation and what is the nature of it. The poll among speech therapists and teachers, which was conducted in schools with and without speech therapists, showed that the teachers are not fully competent for recognition of difficulties in children on time and consider that they need to be more educated about the matter and require more help.