Learning disabilities and foreign languages: A curriculum approach to the design of inclusive courses

Most universities require 1 or 2 years of foreign language (FL) study in at least 1 program as part of their general education requirements, yet many students with learning disabilities (LDs) find it extremely difficult to complete traditional FL courses. In this paper I describe some of the salient characteristics of these learners and common pedagogical assumptions of FL faculty that may make it difficult for students with LDs to complete the FL general education requirement. I list specific strategies that, according to students with LDs that I have interviewed, address some of their needs as FL learners. I then propose a systems approach to instructional design that faculty teams could use to redesign beginning Spanish language classes in order to accommodate students with LDs. I conclude that faculty, with administrative support, can collaborate in the design of inclusive FL courses in which all students-both those with LDs and those without-can experience success.