This article describes a case study of teaching German at the college level for four semesters with a student born blind (with increasing hearing loss). It presents an assessment tool to measure the qualitative and quantitative efficacy of disability/blindness-inclusive language teaching methods using multimodality and Universal Design principles.…

The pursuit of higher education has become increasingly popular among students of many different backgrounds and cultures. As these students embark on higher learning, it is imperative for educators and universities to be culturally sensitive to their differing individualities. "Student Culture and Identity in Higher Education" is an…

"School-Age Language Intervention: Evidence-based Practices" explains how to teach the language and literacy skills, strategies, and underlying processes needed for educational success. This book brings together an array of experts to provide the latest practical and evidence-based guidance to school speech-language pathologists.…

Relationships between foreign language learning and four characteristics--anxiety, aptitude, attitudes and attributions for success--were investigated for 95 students enrolled in introductory level Spanish classes at a large, southeastern university in the United States. Examination grades resulted in significantly positive correlation with an…

This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ-achievement discrepancies and FL aptitude,…

The psychometric integrity of the "Foreign Language Attitudes and Perceptions Survey" for college students was investigated. Two hundred and seventy-eight college students were administered a modified version of the survey (FLAPS-C). Internal consistency reliabilities, as determined by Cronbach's alpha, were 0.74, attitudes; 0.80,…

A two-semester modified Spanish sequence was designed to address the needs of college students with language-based learning disabilities. This course featured reduced scope, an emphasis on tactile activities, metacognitive strategies, and adaptations to the presentation and practice of material. Performances on fall and spring semester-end essays…

This article explores why students with learning disabilities and attention deficit hyperactivity disorder (AD/HD) struggle with the foreign language curriculum and how their difficulties manifest themselves in the classroom setting. Findings of a three-year, federally funded study that sought to combine expertise in the field of learning…

This book captures the diversity and richness of writing as it relates to different forms of abilities, skills, competencies, and expertise. Psychologists, educators, researchers, and practitioners in neighboring areas are interested in exploring how writing develops and in what manner this development can be fostered, but they lack a handy,…

The paper summarizes four presentations made by members of the Pennsylvania State University Program for Learning Disabled (LD) students. An initial section considers the definition of LD and reviews a study on diagnosing LD in 12 undergraduates. The existence of a foreign language disability in students with good attitudes toward learning a…

This study compared attitudes of college students with (n=60) and without (n=144) specific learning disabilities toward studying a foreign language. Findings suggested that foreign language learning difficulties of learning-disabled students are not related to lack of motivation or anxiety but to the oral and written language problems of these…

Describes characteristics of learning disabled (LD) college students, noting pedagogical assumptions of foreign language (FL) faculty that make it difficult for such students to complete FL requirements. The paper lists strategies that address the needs of LD students in FL, proposing a systems approach to instructional design that could help in…

In this study, college students classified as having attention deficit hyperactivity disorder (ADHD) who had fulfilled the foreign language (FL) requirement were compared with students classified as learning disabled (LD) or both LD and ADHD who had either substituted courses for the college FL requirement petition or had passed FL courses…

This digest discusses the dilemma surrounding foreign language requirements at colleges and universities and students with learning disabilities. Many students and professionals question the reasonableness of foreign language requirements for students with learning disabilities, but, according to Section 504 of the Rehabilitation Act of 1973,…

A study examined perspectives and learning experiences of 71 college students with learning disabilities who were granted course substitutions for foreign language requirements. Students rated grammar as the most difficult foreign language task and the majority said they would have enrolled in modified foreign language courses had they been…