Many individuals with learning disabilities experience difficulty learning a foreign language. Learning disabilities (LD) adversely affect language-based tasks such as reading, spelling, writing, or listening in the person’s native language. Such problems tend to be magnified even further in the process of learning a foreign language.

Phonological difficulties (problems with tasks involving putting sounds together and pulling sounds apart in spoken and written language) and orthographic difficulties (problems with sound-symbol tasks in language) have the most immediate and severe impact on foreign language learning. These types of abilities are necessary for the fundamental tasks of learning a new alphabet, such as Hebrew, or a new sound-symbol system, such as spelling the nasal sounds in French.

Individuals who experienced delays in learning to speak, required speech therapy, had difficulty learning to read (especially phonics), struggled with spelling or demonstrate inconsistent use of grammar and writing mechanics, often have serious difficulty learning a foreign language.

At the same time, an increasing number of individuals with learning disabilities are attending college. Supports and services vary widely, however, ranging from basic classroom and testing accommodations, to special sections of a foreign language, to foreign language waivers, to course substitutions.

Although federal law requires colleges and universities to provide reasonable accommodations for students who have documented learning disabilities, the range of accommodations and modifications is generally determined by each individual school.

On August 15, 1997, the US District Court issued its decision in the case of Guckenberger vs. Boston University (C.A. No, 96-11426-PBS). In part, the ruling held that if a foreign language requirement is not part of the fundamental nature of the student's program, then students with requisite documentation of specific learning disabilities would be able to substitute another course for the foreign language.

• Evaluation must be conducted by a qualified diagnostician
  Dr. Margaret J. Kay, Psychologist routinely performs comprehensive psychoeducational evaluations for learning disabled students to determine eligibility for foreign language waivers and/or special accommodations for high school and college foreign language courses.
  
   

• Must assess the current impact of disability
  The standard college requirement for documentation verifying specific learning disabilities is that the evaluation report not be older than three years from the date of submission.
  
   

• Evaluation must be comprehensive and include:
  
  -Objective evidence of a substantial limitation in cognition/learning
  
  -Description of presenting problem
  
  -Primary language spoken in the home
  
  -Fluency in English
  
  -Psychosocial & Medical History
  
  -History of medication which may have an impact upon learning
  
  -Neuropsychological and/or psychoeducational test results and scores
  
  -Clear and specific evidence that a cognitive disability exists
  
  -Tests of cognitive ability, academic achievement and information processing
  
  -Standard scores must be provided for all norm referenced tests
  
  -Evidence of intra-individual differences in aptitude/achievement
  
  -Profile of the individual’s strengths and weaknesses
  
  -Functional limitations that necessitate accommodation.
  
  -Tests used must be reliable, valid and standardized.
  
  -Test findings must document the nature and severity of the disability.
  
  -Informal inventories, surveys and direct observation may be used in tandem with formal tests to further develop a diagnosis and support accommodation requests.
  
  -Report of assessment must include a specific diagnosis.
  
  -Learning styles, learning differences and academic problems are not cognitive disabilities for which accommodations are granted.
  
  -An explicit diagnosis must be supported by test data, academic history, anecdotal and clinical observations.
  
  -Findings must demonstrate that functional limitations are due to the diagnosed disability.
  
  -Report must recommend specific accommodations.
  
  -Detailed explanation as to why each recommended accommodation is necessary.
  
  -Requests must reference test results or clinical observations that support the need for accommodations.
   

---

• Modern Language Aptitude Test-Second Edition (MLAT-2)
   
• Wechsler Adult Intelligence Scale-Third Edition (WAIS-III)
   
• Wechsler Individual Achievement Test-Second Edition (WIAT-II)
   
• Woodcock-Johnson Psycho-Educational Battery-Third Edition (W-J/III)
   
• Halstead-Reitan Neuropsychological Battery
   

  ---

  Foreign Language Learning Disabilities Brochure

  ---

   

This site was designed by Margaret J. Kay, Ed.D.  Its contents are presented for informational and educational purposes only and are not to be construed as professional advice on medical, legal, technical or therapeutic matters.  By using and accessing the information on this site, you agree to waive any rights to hold the site developer, or any individual and/or group associated with this site, liable for any damage that may result from the use of the information presented here.

© Copyright 2007-2008 Margaret J. Kay. All rights reserved.

The copyright of design, text and images on this web site is owned by Margaret J. Kay or the individual copyright owners as noted elsewhere on this site.  You may download and reprint articles from this web site for non-commercial, private, educational purposes only.  You may not in any way modify, or publicly distribute, any information contained within this site without specific permission form the copyright owner.

Send mail to MJK@MargaretKay.com with questions or comments about this web site.

Last modified: January 03, 2008