Students With Learning Disabilities in the Foreign Language Learning Environment and the Practice of Exemption

Abstract

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.

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