Original Article
Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption
Mary Caitlin S. Wight (PhD, University at Buffalo) is an Instructor of Education and TESOL at the University at Buffalo, Buffalo, NY, and Roberts Wesleyan College, Rochester, NY.
Abstract
This examination of the literature on foreign, or second, language learning by native English–speaking students with disabilities addresses the benefits of language learning, the practices and policies of language exemption, the perceptions of students and educators regarding those practices, and available resources for supporting students with special needs. It aims to question the policy of granting foreign language exemptions while additionally providing insights for educators into the development of inclusive foreign language learning environments.
Citing Literature
Number of times cited: 5
- Richard L. Sparks and Julie Luebbers, How Many U.S. High School Students Have a Foreign Language Reading “Disability”? Reading Without Meaning and the Simple View, Journal of Learning Disabilities, 51, 2, (194), (2018).
- Michele Regalla and Hilal Peker, Prompting All Students to Learn: Examining Dynamic Assessment of Special Needs and Typical Students in a Prekindergarten Inclusive French Program, Foreign Language Annals, 50, 2, (323-338), (2017).
- Ivana Cimermanová, English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties, Journal of Language and Cultural Education, 5, 1, (2017).
- Robert Weis, Celeste P. Erickson and Christina H. Till, When Average Is Not Good Enough: Students With Learning Disabilities at Selective, Private Colleges, Journal of Learning Disabilities, 50, 6, (684), (2017).
- Richard L. Sparks, Myths About Foreign Language Learning and Learning Disabilities, Foreign Language Annals, 49, 2, (252), (2016).
