Planning and Resources

Learning Disabilities: Teaching and Reaching All Learners

by Harriet Barnett

Some educators feel that students with learning disabilities cannot learn a second language or that the inclusion of all students will interfere with the learning of those considered "language material." My years of experience teaching all students tell me that this feeling has little or no basis in fact. Maybe we should listen to those who have achieved success with all students and ask the question, how to succeed?, rather than why teach all students? Are students with reading disabilities, for example, not able to communicate orally? Haven't we said, over and over, that foreign language study strengthens English reading comprehension and vocabulary? These are the students who need this help.

Eager Learners

My first experience teaching all students came about 25 years ago when my classroom was next door to a Special Education class. I tend to teach with my door open, and sounds from my foreign language class got the other students interested. They asked if I could find time to teach them. I did and was amazed. Any negative expectations I had were dissipated. They learned, enjoyed the classes, wanted to continue, and sought out situations in which they could speak this new language with classmates and people from the other culture. I was hooked and from then on, all students were scheduled into the foreign language classes in our school and languages became a part of everyone's regular academic program.

Did I have to vary my methods? Yes. Did I have to use flexible materials? Yes. Did I have to explore alternative assessments? Yes. Did I have to conduct lively classes to hold the attention of all students, including those with academic disabilities? Yes. This proved to be little or no trouble because the communicative approach demands variety, flexibility, energy, and alternatives, with or without inclusion. The most important questions are: Did the students learn? Yes. Did the "new" students disrupt the learning of the "regular" students? No. Was it worthwhile? Absolutely yes. I became a foreign language teacher because I believed the knowledge of another language and culture should be integral, not a frill, part of every child's education. I was being true to my beliefs.

Many Positives

I wonder why we tend to dwell on the negatives of inclusion and rarely take the time to see what these "new" students add to our programs and classes. They make us a true core academic subject alongside math, science, English, and social studies, which have always included all students. They show the world that we really believe in the importance of what we teach. They add a large pool of sensitive enthusiastic students with whom our regular students can interact in and out of class in the Spanish language. They add future voting citizens who will think globally instead of prejudicially, thus truly helping to promote world peace.