Providing Inclusive Instruction for College Students With Learning Disabilities: Lessons to Be Learned From Foreign Language Instruction
Abstract
Students with learning disabilities (LD) are a growing population on college campuses across the country. Despite having average or above average intelligence, these students often process information and learn in different ways, creating a challenge for faculty using traditional approaches to college instruction. Foreign language has been one of the few disciplines in higher education to explore instructional approaches that are effective for college students with LD. The authors describe three models of modified foreign language instruction. Their discussion addresses the potential for generalizing and adapting these instructional methods to other academic disciplines and identifies other lessons learned from modified foreign language instruction.
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