Curricular Accommodations for College Students with Language Learning Disabilities

Abstract

This article describes curricular accommodations in the foreign languages for college students with language learning disabilities. Elements of a model program are discussed. These include advising, instruction, and efficacy research. The implementation of these components is described with particular reference to modified foreign language programs in Italian. Spanish, and Latin. Procedures for participation, characteristics of students admitted to modified classes, and foreign language aptitude testing are discussed. Principles and strategies used for teaching MFL classes are included and efficacy studies reported.