In this article, the authors examine the foreign-language requirement in college and its impact on universities and students with specific learning disabilities (SLD). Issues explored include reasons that learning a foreign language might be difficult, an hypothesis for SLD foreign-language learning “subtypes,” factors that might affect SLD students ' ability to learn a second language, a description of expectations for second-language learning in college, and ways universities are dealing with these issues. Suggestions for approaches faculty, students, and universities might take to deal with the requirement are explored.
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