In this study, we compared the cognitive, academic achievement, and demographic profiles of 46 students from one university who had been classified as learning disabled (LD) and had received permission to substitute courses for the university's foreign language (FL) requirement (petition group) with the profiles of 21 students from the same university who had been classified as LD and had fulfilled the university's FL requirement by passing FL courses (nonpetition group). Results showed no significant differences between the two groups on measures of reading, mathematics, written language, American College Testing score, and graduating grade point average when IQ was used as a covariate. More petition than nonpetition students had at least a 1.0 SD discrepancy between IQ and achievement and had been referred only for FL learning problems. More nonpetition than petition students had taken an FL in college and received accommodations in the FL. The two groups together appeared to constitute a heterogeneous group of learners, with more than half failing to meet a minimum discrepancy criterion for classification as LD. The discussion addresses the classification system for LD, the process for determining the presence of FL learning problems and how to address them, and directions for further research.
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