As larger numbers of students with learning disabilities (LD) have begun to attend college, special programs and services have been developed for this population. However, a new area of concern, the foreign language requirement, has arisen. Evidence indicates that students with LD are likely to experience great difficulty in foreign language courses. This paper provides an historical overview of the foreign language learning difficulties of students with LD and reviews the expectations of colleges and universities about the foreign language requirement. A language-based assessment model for diagnosing the foreign language learning problems of college students with LD is described. The role of diagnosticians, counselors, and academic service providers in the identification, accommodation, and the waiver or course substitution process is discussed.
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