Abstract-Students with learning disabilities are characterized by highly individualized dysfunction of the central nervous system. Current research has suggested that the learning difficulties experienced may be attributable to processing difficulties in working memory, attention, information retrieval, and phonological processing. In educational environments, students with learning disabilities often struggle to meet the demands of the general curriculum and require support or intervention to reveal their potential. Because the demands of learning an unfamiliar language can expose weaknesses and heighten anxiety, individuals with learning disabilities have often avoided or been discouraged from foreign language study. However, research conducted on the use of multi-sensory approaches has indicated that such instruction can help students with learning disabilities to succeed in learning Spanish. A discussion of the relationship between neurological research and multi-sensory teaching provides implications for persons with learning disabilities experiencing meaningful inclusion in Spanish courses. Application of research and associated theory to practice is expressed in the form of examples of general accommodations, existing resources, and learning strategies which provide a framework for students with LD to have positive experiences in Spanish. Index Terms-multi-sensory, foreign language instruction, learning disabilities, working memory, Spanish vocabulary I. CHARACTERISTICS OF LEARNING DISABILITIES AND FOREIGN LANGUAGE CHALLENGESIndividuals identified as having learning disabilities (LD) often experience difficulties related to language, resulting from central nervous system (CNS) dysfunction. This atypical operation of the CNS makes it especially challenging for students with LD to succeed with reading, math, and the oral or written expression of language. In addition to the obstacles which exist for established content areas, students with LD often experience added difficulty in learning a non-English language. The following paper will discuss the difficulties faced by students with LD, and the current state of research on how such difficulties may derive from CNS dysfunction. Additionally, the relationship between common challenges of LD students and successful learning with multi-sensory instruction will be considered. Finally, practical examples of accommodations, resources, and learning strategies for multi-sensory Spanish instruction will be offered.

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Abstract-Students with specific learning disabilities (SLDs) continue to be more likely to experience anxiety about learning a foreign language, and possibly less likely to enroll in foreign language courses at all. As schools become more inclusive and more aware of diverse learning needs, it is important to be cognizant of how the individual needs of students with SLDs may relate to classroom instruction and assessment practices. What follows is a discussion of assessment practices, with an emphasis on diagnostic and formative assessment in the context of teaching students with SLDs. Given the prevalence of mobile phones and other devices in contemporary classrooms, a strong emphasis on the role of online polling resources plays a prominent role in this discussion. Specific examples of instructional activities which align with assessments are also provided, as part of a selective literature review intended to connect larger topics in language instruction to the typical needs of students with specific learning disabilities. The perspective of the discussion pertains primarily to students with SLDs in the United States, where the vast majority of foreign language instruction occurs in the middle and secondary grades.

Abstract-Students with Learning Disabilities (LD) frequently struggle to learn and utilize vocabulary in the general education curriculum. The growing requirement that foreign language courses be completed to earn a high school diploma can be both a challenge for LD students and an area to more closely examine strategies to promote student success. Guided Visual Vocabulary Practice (GVVP) has been developed as one approach to helping students with LD more effectively learn concrete Spanish nouns. A demonstration of how to use GVVP for this purpose is provided, along with theoretical underpinnings of the strategy. Further suggestions are also provided for how GVVP may be used in other content areas and in future research.